Table of Contents 2013- 2014 1. Understandings of …...Table of Contents 2013-2014 1. Understandings of Education in the NWT 1.1. Essential Documents 1.2. Statements of Beliefs 1.2.1

Table of Contents

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1. Understandings of Education in the NWT 1.1. Essential Documents 1.2. Statements of Beliefs

1.2.1. Priorities of the 17th Legislative Assembly 1.2.2. Mission Statement 1.2.3. Vision Statement

1.3. Foundational Principals 1.3.1. Language and Culture 1.3.2. Inclusive Schooling 1.3.3. Early Childhood 1.3.4. Healthy Schools

1.4. Aboriginal Student Achievement (ASA) 1.5. Infused Curricula

1.5.1. Career Development 1.5.2. Information and Communication Technology (ICT)

1.6. Governance and Administration 1.6.1. Organizational Structure 1.6.2. Employee Conduct

2. Administrative Information 2.1. School Year Calendars

2.1.1. Hours of Instruction 2.1.2. Length of Instructional Day 2.1.3. Number of Days Teachers Are on Duty 2.1.4. Cultural Orientation 2.1.5. Mandatory Leave Days 2.1.6. Civic Holiday

2.2. Student Enrolment 2.2.1. Funding 2.2.2. Types of Absences

2.3. Student Records 2.3.1. Access to Student Records 2.3.2. Student Demographics 2.3.3. Registering New Students 2.3.4. Registering Students Transferring from Another School 2.3.5. Student Marks 2.3.6. Student Marks File Format

Revised: June. 2013 NWT SCHOOL HANDBOOK

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2.3.7. Diploma Examination Registrations 2.3.8. School Marks for Diploma Examinations 2.3.9. Diploma Examination Results for Schools 2.3.10. Validation Statements 2.3.11. Transcripts 2.3.12. Graduation Diplomas 2.3.13. Diploma Examination Reports 2.3.14. Course Corrections

2.4. Guidelines for Interpreting and Using Results of Diploma Examinations

2.4.1. Principles 2.4.2. Process 2.4.3. Use of the Reports 2.4.4. Context for Interpreting Individual School Results

2.5. The Appeal Process 2.5.1. Appeal Procedure for Parents/Guardians/Students 2.5.2. Procedure for Appeals at the District Level 2.5.3. Procedure for Appeals at the Divisional Level 2.5.4. Clarification of the Appeal Procedure

2.6. Home Schooling 2.7. Significant Dates 2.8. School Emergency Planning 2.9. Criminal Records Check 2.10. Risk Management and Insurance (RMI Reporting

2.10.1. General Reporting Guidelines 2.10.2. Insurance Forms 2.10.3. Critical Incident Reporting 2.10.4. Request for Exemption from Insurance Requirements 2.10.5. Contact Information

3. Supporting Student Success 3.1. Inclusive Schooling

3.1.1. Student Support Plan (SSP) 3.1.2. Consultation with Parents/Guardians 3.1.3. Individual Education Plan (IEP)

3.2. School-based Strategies 3.2.1. Timetabling 3.2.2. Modularization of Courses


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3.3. Distance Learning 3.3.1. Implementation 3.3.2. Registration and Marks 3.3.3. Reimbursement 3.3.4. On-line Learning

3.4. Career and Technology Studies (CTS) Support for Required Grade 12 Level Credits

3.5. Knowledge and Employability Courses 3.6. Parenting – Child Care Programs 3.7. Schools North Apprenticeship Program (SNAP)

3.7.1. Process for Enrolling 3.7.2. SNAP Manual and Forms 3.7.3. Resources

4. Elementary and Junior High Course and Program Information 4.1. Program Information

4.1.1. Approved Curriculum for Kindergarten to Grade 9 4.1.2. Arts Education 4.1.3. Career and Technology Studies in Grades 5 to 9 4.1.4. Kindergarten 4.1.5. Literacy with Information and Communication Technology 4.1.3 Senior High Credits for Junior High Students

4.2 Course Codes 4.2.1 Aboriginal Language and Culture 4.2.2 Arts Education 4.2.3 English Language Arts 4.2.4 Espangnol 4.2.5 French Language Arts 4.2.6 Health, Wellness and Personal Development 4.2.7 Literacy with Information and Communications Technology 4.2.8 Mathematics 4.2.9 Other 4.2.10 Science 4.2.11 Social Studies 4.2.12 Special Purpose Periods

4.3 French Immersion Program Course Codes 4.3.1 Aboriginal Culture 4.3.2 Arts Education


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4.3.3 French Language Arts 4.3.4 Health, Wellness and Personal Development 4.3.5 Mathematics 4.3.6 Other 4.3.7 Science 4.3.8 Social Studies

4.4 French First Language Course Codes 4.4.1 Éducation Artistique 4.4.2 English Language Arts 4.4.3 Français 4.4.4 Mathématiques 4.4.5 Other 4.4.6 Santé et Education Physique 4.4.7 Science Humaines 4.4.8 Sciences 4.4.9 Technologies de I’information et des communications

4.5 Kindergarten Course Codes

5 Sr. High Approved Credits and Courses 5.1 General Information

5.1.1 Definition of Courses and Credits 5.1.2 Course Sequence and Numbering 5.1.3 Recommended Transfer Points 5.1.4 Changing Course Levels During a Semester 5.1.5 Earning of Credits 5.1.6 Course Offerings and Implementation Timeline 5.1.7 Grade Designations

5.2 Graduation 5.2.1 Graduation Requirements 5.2.2 Students Entering Senior High from Outside of the NWT 5.2.3 Graduation Requirements for Francophone Students 5.2.4 Special Cases/Exemptions 5.2.5 CPP and Community Service Requirements

5.3 Grade 12 Alberta Diploma Examination Program 5.3.1 Significant Dates 5.3.2 Eligibility to Write 5.3.3 Breach of Security of Examinations 5.3.4 Shipping of Examination Materials 5.3.5 Violation of Examination Rules


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5.3.6 Missed Part A or B of Examination 5.3.7 Re-Writes/Challenges 5.3.8 Late Arrivals of Students 5.3.9 Results Statements for Students 5.3.10 Rescoring an Examination 5.3.11 Writing in a Community Different from Course Enrolment 5.3.12 Special Accommodations 5.3.13 Procedures for Writing Diploma Examinations on Computers 5.3.14 Student Resources Authorized for Use During Examinations 5.3.15 Unforeseen Circumstances 5.3.16 Used and Unused Examination Booklets for January and June

Examinations 5.3.17 August Examination Writing Centres

5.4 Approved List of Courses 5.5 Approved Locally Developed Courses

5.5.1 Beaufort Delta Divisional Education Council 5.5.2 Dehcho Divisional Education Council 5.5.3 South Slave Divisional Education Council 5.5.4 Tlicho Divisional Education Council 5.5.5 Yellowknife Education District #1 (YK1) 5.5.6 Yellowknife Public Denominational District Education Authority (YCS)

6 Specific Course and Program Information 6.1 Career and Life Management (CALM) 6.2 Career and Program Plan (CPP)

6.2.1 CPP Tools 6.3 Career and Technology Studies (CTS)

6.3.1 Career and Technology Studies Organization 6.3.2 CTS Pathways 6.3.3 CTS Projects and Practicums 6.3.4 Required Documents 6.3.5 The Relationship Between Work Experience, CTS and Cooperative

Education 6.4 Community Service

6.4.1 Expectations and Goals 6.4.2 Benefits of Community Service 6.4.3 Suggested Practice

6.5 English Language Arts 6.6 French Programs and Courses

6.6.1 French First Language


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6.6.2 French Immersion 6.6.3 French Second Language

6.7 Knowledge and Employability Courses 6.8 Literacy 10, 20, 30 6.9 Literacy with Information and Communication Technology 6.10 Locally Developed Courses

6.10.1 Review of Existing Locally Developed Courses 6.10.2 Application Process

6.11 Northern Studies 6.12 Physical Education

6.12.1 Conditions for Exemptions and/or Modifications 6.12.2 Physical Education Taken Through Home Schooling

6.13 Special Projects 6.13.1 Purpose 6.13.2 Requirements for Special Projects Credits 6.13.3 Restrictions on Special Projects

6.14 Work Experience Organized Through the School 6.14.1 Documentation Requirements 6.14.2 Responsibilities 6.14.3 Insurance Coverage 6.14.4 Reporting Student Injuries 6.14.5 Damage Claims 6.14.6 Contact Information

6.15 Work Experience Completed Independently by Students 6.15.1 Documentation Requirements 6.15.2 Responsibilities 6.15.3 Insurance Coverage 6.15.4 Reporting Student Injuries 6.15.5 Contact Information

7 External Programs for Credit 7.1 Approved Army and Cadet Courses

7.1.1 Applying for Credit 7.1.2 Verification

7.2 Duke of Edinburgh’s Award, Youth Challenge 7.3 French Bursary/French Language and Culture Program 7.4 Music – Private Study


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7.4.1 Western Board of Music 7.4.2 Royal Conservatory of Toronto 7.4.3 Mount Royal College, Calgary

7.5 Northern Youth Abroad 7.5.1 Application Process 7.5.2 Possible Credits

7.6 Canadian Military Training 7.7 Professional Association of Diving Instructors (PADI) Diving

Certification 7.8 Tundra Science and Culture Camp

8 Special Cases 8.1 Challenge Credits

8.1.1 Definitions 8.1.2 Guidelines 8.1.3 Procedures 8.1.4 Credits and Prerequisites 8.1.5 Aboriginal Language Challenge Credit

8.2 Evaluating Courses for Students Transferring to the NWT from Another Jurisdiction

8.2.1 Document Requirements 8.2.2 Student Placement 8.2.3 Eligible Courses and Credits 8.2.4 Evaluating Achievement and Awarding and Reporting Marks 8.2.5 Specific Programs 8.2.6 Information of Other Provinces and Countries

8.3 Mature Students 8.3.1 Earning of Credits 8.3.2 Graduation Requirements

8.4 Retroactive Credits 8.5 Waiving of Prerequisites 8.6 Diploma Examination Accommodations

9 Awards 9.1 Awards for Students

9.1.1 Award of Excellence


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9.1.2 Governor General’s Medals 9.1.3 Minister’s Medals 9.1.4 Lester B. Pearson Scholarship

9.2 Awards for Teachers 9.2.1 Prime Minister’s Awards for Teaching Excellence 9.2.2 GNWT Education Hall of Fame

10 Information for Teachers 10.1 Northwest Territories Teacher Certification and Salary Evaluation

10.1.1 Teacher Certification Requirements 10.1.2 Teaching Certificate Renewal 10.1.3 Salary Re-evaluation 10.1.4 Information for New Teachers 10.1.5 Contact Information

10.2 Teacher Participation in Marking Grade 12 Diploma Examinations 10.2.1 Application Process 10.2.2 GNWT Department of Education, Culture and Employment Support 10.2.3 Alberta Education Support

10.3 Teacher Awards and Professional Development 10.3.1 Educational Leadership Program 10.3.2 Teachers Institute on Canadian Parliamentary Democracy 10.3.3 Encounters with Canada 10.3.4 Tundra Science and Culture Camp

10.4 Territorial In-service Implementation Schedule 10.5 NWT Teacher Induction and Mentorship Program

11 Resources 11.1 Documents

11.1.1 Handbooks and Reference Guides 11.1.2 Research Projects

11.2 Contacts 11.2.1 Schools 11.2.2 Aurora College Campuses 11.2.3 Divisional Education Councils/Authorities 11.2.4 Education, Culture and Employment Contacts 11.2.5 Regional Career Development Officers 11.2.6 Northwest Territories Teachers’ Association (NWTTA)


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11.2.7 Union of Northern Workers (UNW) 11.3 Websites

11.3.1 Ministries of Education 11.3.2 Professional Associations and Resources

12 Appendices Appendix A

A1 Summaries of Ministerial Directives

A2 Commonly Used Acronyms

A3 Literacy with ICT - Fr

A4 Literacy with ICT – Eng

A5 SSP Samples – Senior high

A6 BIT cluster course list

A7 HRH cluster course list

A8 MDC cluster course list

A9 NAT cluster course list

A10 TMT cluster course list

A11 CTR Courses – Existing to New

A12 School Year Calendars

Appendix B B1 Request for GNWT Student Identification Number

B2 Request Changes to Student Demographic Information

B3 Course Correction Form – Individual Student

B4 Course Correction Form – Multiple Students

B5 Secondary School Transcript Request

B6 Request to Waive Courses(s) Application Form

B7 Community Service Hours

B8 Special Projects Form

B9 Work Experience Log


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B10 Course Challenge Application for Non-Diploma Examination Courses

B11 Course Challenge Application for Diploma Examination Courses

B12 High School Evaluation Report

B13 Educational Workplace Agreement

B14 LDC Application Template

Appendix C C1 Loss or Claim Reporting General Information

C2 Student Excursion Form

C3 Standard Facilities Use Agreement

C4 Drivers Abstract Consent Form

C5 Threat Incident Report

C6 Liability Incident Report

C7 Property Loss or Damage Report

C8 Vehicle Accident Report Form

C9 Student Accident Claim Form

C10 WSCC Employer’s Report of Injury

C11 WSCC Worker’s Report of Injury

C12 WSCC Employer’s Report of Fatal Injury

C13 Education Council Renewal Information for Chartis Insurance

C14 Request for Exemption from Insurance Requirements

C15 Criminal Records Check

Appendix D D1 Diploma Examination Registration Form

D2 Request for Exemption

D3 Separate Writing Form

D4 Diploma Examination Rescore Application Form

D5 Accommodations for Special Exam Writing Needs


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D6 Certificate of Illness

D7 Statement of Scribe, Reader, or Interpreter Form

Appendix E E1 Application to Renew 5 yr Standard Professional

E2 Application to Renew 5 yr Vocational, ALS, or Kindergarten

E3 Salary Re-evaluation Application

E4 Application for 5 yr Interim Standard Professional

E5 Application for 5 yr Interim Vocational, ALS, or Kindergarten

E6 Application Package - French

E7 Application for Interim Aboriginal Language

E8 Application for Interim Vocational

E9 Application Package

E10 Principles for Salary Evaluations

E11 Application for Diploma Examination Marking


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Section 1 – Understandings of Education in the NWT

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Contents Contents ................................................................................................................... 0

1.1 Essential Documents ............................................................................................. 1

1.2 Statements of Beliefs ................................................................................................ 3

1.2.1 Priorities of the 17th Legislative Assembly ....................................................... 3

1.2.2 Mission Statement .......................................................................................... 5

1.2.3 Vision Statements ........................................................................................... 5

1.3 Foundational Principles ......................................................................................... 6

1.3.1 Language and Culture .................................................................................... 7

1.3.2 Inclusive Schooling ....................................................................................... 10

1.3.3 Early Childhood............................................................................................. 12

1.3.4 Healthy Schools ............................................................................................ 14

1.4 Aboriginal Student Achievement (ASA) ............................................................... 17

1.5 Infused Curricula ................................................................................................. 20

1.5.1 Career Development ..................................................................................... 21

1.5.2 Information and Communication Technology (ICT) ....................................... 23

1.6 Governance and Administration .......................................................................... 24

1.6.1 Organizational Structures ............................................................................. 24

1.6.2 Employee Conduct ........................................................................................ 27

Revised: June 2013 NWT SCHOOL HANDBOOK

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This Handbook is for the use of all school staff in planning for the delivery of school

programs. It is intended to serve the following purposes:

• to encourage and support innovation and excellence in the delivery of K to 12

education in NWT classrooms.

• to communicate procedures for organizing and operating schools to meet the

needs of students;

• to communicate information regarding evaluation of student achievement,

including the Alberta Provincial Achievement Tests and Grade 12 Departmental

Examinations;

• to identify graduation requirements specified by the Department;

Policies, procedures and organizational information required to operate NWT K to 12

schools are included in this Handbook, or, where not included, directions are given

outlining where this information can be obtained. In the absence of any such

information, schools should refer to www.ece.gov.nt.ca .

1.1 Essential Documents

The Government of the Northwest Territories encourages excellence in education, on-

going improvement of the teaching and the learning processes, and the innovation

necessary to meet these goals. In a system of shared responsibilities with Divisional

Education Councils and District Education Authorities, these innovations will arise from

both the Department and all school jurisdictions.

School planning and operations are to be guided by:

Revised: June 2013 NWT SCHOOL HANDBOOK 1

http://www.ece.gov.nt.ca/


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• Education Act, 1995

• Regulations of the Education Act, 1996

• Department of Education Ministerial Directives (brief summaries are available in

Appendix A1)

o Departmental Directive on Student Assessment, Evaluation, and

Reporting; 2010

o The NWT School Improvement and Reporting Directive and Framework;

2010

o Ministerial Directive on Inclusive Schooling; 2006

o Directive on the Release of Alberta Achievement Test Results; 2005,

revised 2006

o Direction Regarding Criminal Records Checks Upon Recertification; 2006

o Directive on Standardized Testing – Alberta Achievement Testing; 2004

o Aboriginal Language and Culture-Based Education; 2004

o Direction on Evaluation and the Promotion of Professional Growth for

Teachers in the Northwest Territories Schools; 2004

o Directive Regarding School Fees for Treaty Rights Holders; 2003, revised

2004

o Departmental Directive for Career Development Across the Lifespan; 2001

o Management of Information in the Student Record and Other Records

Pertaining to Students; 1998

o Magnet Facilities; 1998

o Religious Instruction in Public Schools; 1998

o Ministerial Directive – Use of Education Facilities; 1998

o Home Schooling; 1997

o Private Schooling; 1997

o Community Secondary Schooling; 1994

• Building on Our Success: Strategic Plan; 2005-2015

• Aboriginal Student Achievement Education Plan; 2011



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• Our Students, Our Future: An Educational Framework (1991)

• Dealing with Child Abuse: A Handbook for School Personnel, 2012

Electronic copies of most of the above documents are available on the CD that

accompanies this handbook.

The Education Act and Regulations are also available through

http://www.justice.gov.nt.ca/Legislation/SearchLeg&Reg.shtml

1.2 Statements of Beliefs

The belief in encouraging excellence in education, on-going improvement and

innovation stems from the priorities outlines by the 17th Legislative Assembly. It is also

grounded in Building on Our Success – Strategic Plan (2005-2015) with the intention of

maintaining a common goal and vision for the NWT.

1.2.1 Priorities of the 17th Legislative Assembly BELIEVING IN PEOPLE AND BUILDING ON THE STRENGTHS OF NORTHERNERS

Our Vision

Strong individuals, families and communities sharing the benefits and responsibilities of

a unified, environmentally sustainable and prosperous Northwest Territories

Our Goals

• A strong and independent north built on partnerships

• An environment that will sustain present and future generations




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• Healthy, educated people free from poverty

• A diversified economy that provides all communities and regions with

opportunities and choices

• Sustainable, vibrant, safe communities

• Effective and efficient government

Our Priorities

Build a strong and sustainable future for our Territory by strengthening our

relationships with Aboriginal and other northern governments, negotiating and

implementing a devolution final agreement, achieving an increase to our borrowing limit,

and working with our partners to ensure responsible stewardship through our land and

resource management regime.

Increase employment opportunities where they are most needed by decentralizing more

GNWT positions, reducing dependency on government by encouraging people who are

able to enter or remain in the workforce, and supporting child care programs to help

parents become or stay employed.

Strengthen and diversify our economy by making strategic infrastructure investments

such as the Inuvik-Tuktoyaktuk highway, the Mackenzie Fiberoptic Link, and hydro

initiatives, supporting the Mackenzie Gas Pipeline project, developing a socially

responsible and environmentally sustainable economic development and mining

strategy, supporting the traditional economy, and improving our regulatory processes.

Address housing needs by completing and implementing the Shelter Policy Review

including fair and sustainable public housing rent scales, selling our public housing

stock where this makes sense, and putting higher density housing units in small

communities.



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Ensure a fair and sustainable health care system by investing in prevention,

education and awareness and early childhood development, enhancing addictions

treatment programs using existing infrastructure, and addressing our health facilities

deficit

1.2.2 Mission Statement from Towards Excellence (Nov 2007)

. . .to invest in and provide for the development of the people of the Northwest Territories, enabling them to reach their full potential, to lead fulfilled lives and to contribute to a strong and prosperous society.

1.2.3 Vision Statements from Building on Our Success – Strategic Plan (2005-2015)

Culture, heritage and Languages: Northerners who are knowledgeable about and

proud of their culture.

Education of Children and Youth: Northern families developing a strong foundation

for their children’s learning.

Adult and Postsecondary Workforce: Northern adults continuing to learn and grow to

meet the requirements of daily living.

A Skilled and Productive Workforce: Northerners participating in a strong and

prosperous work environment.

People Participating Fully in Society: People actively participating in community and

society to their fullest potential.



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1.3 Foundational Principles

The philosophy/vision/belief is . . . In practice, it looks like . . .

Education requires a collaborative and

cooperative relationship with many

partners: leaders, parents, community

members, and other professionals. It

equally requires a respectful relationship

with the land and its resources as it

shapes our lives.

Community volunteers at culture camps and other school activities

Student-parent-teacher conferences

Health authority personnel in the school to deliver health initiatives

Interagency teams

It is essential that appropriate language

and culture related activities form the

foundation for learning.

Elders in the Schools

Learning through the arts

Elders team teaching Experiential Science courses

Children are more successful when

schools build on their strengths. It allows

students to draw from their experiences

and ways of knowing to increase their

confidence and engagement.

Learning Fairs – Science and Heritage

Literature and inquiry circles

SMART Focussing

Student/Peer mentorship programs

Parents, grandparents, family, and

community are children’s first teachers. A

healthy education system relies on the

active involvement of families.

Circle ceremonies

Feasts and drum dances

Parent Advisory Committees

Take a Child to Work Day



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1.3.1 Language and Culture The Northwest Territories is one of two jurisdictions in Canada that officially recognizes

Aboriginal languages. The NWT Official Languages Act recognizes nine Aboriginal

languages: Inuktitut, Ininnaqtun, Inuvialuktun, North Slavey, South Slavey, Tlicho,

Chipewyan, Gwich’in, and Cree, as well as English and French. Under the Act, the

Dene and Inuit can access services such as media services, translation of documents,

court services, and public schooling in their languages.

All Aboriginal languages are struggling for survival and renewal. The use of these

languages is declining rapidly. Among many obstacles preventing the prevalence of the

languages, there are few authentic settings where the Dene and Inuit languages are

required. With very few people speaking the language, particularly the youth, the

survival of the culture is being threatened. The Dene and Inuit languages represent

identity and are a source of cultural heritage. Language is more than a communication

tool; it embodies a way of knowing and its way of seeing the world.

In the Aboriginal worldview culture and language are inseparable; culture is language,

and language is culture. It also looks at the world through relationships between self,

others, animals and the spiritual world as in the cyclical process of nature.

Foundational Documents To respect the worldview and language of the land of the Aboriginal people, the

Department of Education, Culture, and Employment created two curricula: Dene Kede

and Inuuqatigit. School staff are expected to bring attention to the Aboriginal Worldview

in all of their teachings. They are expected to use the document appropriate to their

school and community.

Dene Kede and Inuuqatigiit

These curricula are informed by a number of philosophical perspectives or

worldviews that shape understanding of the Dene and Inuit core concepts as well



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as the traditions of lifelong learning. Dene Kede and Inuuqatigiit promote

meaningful language use. Language is interwoven with culture and heritage

through meaningful experiences.

Dene Kede Dene Kede encompasses the language, culture and the way in which the Dene

view the world. In K to 6, themes are used to reinforce and teach the four

concepts central to Dene perspective: the Spiritual World, the Land, the Self and

the People, while grades 7 to 9 employ a modular approach. The purpose of this

curriculum is to present children with the experiences, knowledge, skills and

attitudes which will guide them toward becoming capable citizens.

Inuuqatigiit Inuuqatigiit is a curriculum which focuses on the enhancement and enrichment of

Inuit culture, heritage and language. Students will learn about Inuit history,

traditions, knowledge, values and beliefs. Inuuqatigiit is based on the philosophy

and value system of the Inuit. Inuuqatigiit means Inuit to Inuit, people to people,

or family to family. It also implies a unity between people.

In culture-based education, teachers are expected to offer students the opportunity to

extend learning experiences necessary in K – 12 skills. Teachers are to involve

students in key experiences, both on the land and in school.

Aboriginal Language and Culture-Based Education Directive

The Minister of Education, Culture & Employment issued a directive on Aboriginal

Language and Culture Based Education in September 2004. This directive clarifies use

of funding directed toward Aboriginal language and culture instruction. The purpose of

this directive is to:

• ensure the school system supports and reflects Aboriginal language and

culture based education;



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• give direction and ensure accountability for the use of the funding provided by

the GNWT to DECs and DEAs for language and cultural programming;

• provide direction and support to DECs and DEAs for planning,

developing, delivering, supporting and evaluating Aboriginal language

and culture programming in the NWT schools;

• clarify roles and responsibilities related to the support of language and

culture based education programs in NWT schools.

Under the directive, DEAs/DECs have primary responsibility for developing a culturally appropriate plan of action for their schools. They may wish to establish an Aboriginal Language and Culture Advisory Planning group comprised of Elders, parents, Aboriginal Language Specialists, or community members.

Beginning in the 2010-11 school year, all DEC/DEAs were required to dedicate a

minimum of two full days of on the land culturally appropriate orientation for school staff.

This initiative is continued in the 2013-2014 school year with clearer expectations for

reporting on activities. ECE will determine future direction for regional cultural

orientations from this feedback.

For Dene communities, the CD, Dene Kede: Trails to Becoming, is the recommended

teacher orientation tool.

Language Instruction

The purpose of school Aboriginal language instruction programs is to support Dene and

Inuit language renewal. Aboriginal language instructors, with the support of the school

principal and the use of the Dene Kede and Inuuqatigiit curriculum documents, are to

establish goals for their programs using various ways to support language learning. This

can be accomplished through immersion, experiential culture camps, and the



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connection of other subject areas with language and culture outcomes. The main focus

is to acquire the language for daily use.

ECE is in the final stages of developing a Dene Language K to 3 Curriculum Teacher

Implementation Guide to assist Aboriginal language instructors in preparation,

resources and scheduling for success.

1.3.2 Inclusive Schooling

For many years, the approach to educating students with special needs in the NWT was

based on the challenges of the student, and the need to provide specialized services

outside the regular classroom. Gradually, the emphasis began to shift to one that

recognized the importance of addressing diversity in the classroom. To successfully

meet unique student needs meant that teachers needed to be supported and equipped

with resources to meet them.

The most recent version of the Ministerial Directive on Inclusive Schooling 2006 defines

the standards, processes and roles of those involved in meeting student needs. At the

same time, the Department of Education, Culture and Employment (ECE) released

Programming for Student Success, which contains guidelines and resources for staff on

how to meet diverse student needs.

In a school which is truly inclusive, practices are in place to ensure that every child feels

accepted, valued and safe. It is essential that programming decisions are made

collaboratively and are based on the strengths of a student.

The Ministerial Directive on Inclusive Schooling 2006 identifies the following core

values and beliefs:

• All students can learn;

• Students learn in different ways, at different rates and in different places;



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• Students come from diverse backgrounds and these differences must be

respected;

• Students have the right to an appropriate education program and required

supports; and

• Parental involvement is essential.

Realizing the vision requires a set of compatible and deliberate practices including:

• Leadership at both the DEC/DEA level and school level welcomes all students,

based on the belief that all can learn and that there is value in diversity.

• Parents are actively involved in educational programming.

• Instructional leadership and support are provided by the principal and program

support teacher, to assist classroom teachers with educational programming for

all students.

• A collaborative culture exists within schools (school team) and between schools,

families and communities (interagency team), where a problem solving approach

is used to address the needs of individual students.

• Appropriate support services are provided, having been determined

collaboratively by parents, education staff, and others involved in a student’s

program.

• Teachers, with support, teach all students.

• Support assistants within classrooms helping teachers implement programs for

various students, not just one.

• Staff development opportunities are provided which enhance staff ability to teach

and support diverse learners.



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1.3.3 Early Childhood

Children’s experiences during their early years are critical in forming the foundation for

their development throughout their lives. During these years, children develop healthy

bodies, self-confidence and a strong sense of self-esteem. They learn their own

culture and language – a strong basis for all other learning. NWT early childhood

programs support the development of community based child care programs and

support parents and the community in their delivery.

Programs and projects are based upon current early childhood research and best

practice, which states that from conception and up to age six, all children develop the

Inclusive Schooling Principles Equal access Equal access means students have the right to participate in

programs offered in regular instructional settings with their age peers and to have access to services that enable them to be successful.

Strengths -based

Diverse instructional strategies are used that respond to a variety of learning styles and intelligences that build on a student's strengths, interests, and passions.

Community-based

Education programs are provided in the home community. Community-based schooling facilitates student participation in culturally relevant programs and offers the greatest support for student success.

Parental involvement

Every effort is made to involve parents in decisions about educational programming and support services for students .

Collaboration While classroom teachers retain primary responsibility for all students in their class, they require support from parents, administrators, and other professionals to make programming decisions.



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foundation of their physical, social, emotional, spiritual and intellectual skills and

attitudes. Increasing positive stimulation, providing learning and supportive

opportunities for parents as well as encouraging parents to read to their children all

promote early childhood development. Potential difficulties in the child’s later life can

be minimized or prevented through effective early intervention with suitable programs

and services.

The Early Childhood Program

Child care services make an important contribution to child development and family

life in the NWT. The Early Childhood Program emphasizes child care as a support for

parents to access education or employment. Where child care is located in a school,

young parents and future parents gain an opportunity to learn about children’s growth

and development through working in an early childhood program.

Under the NWT Child Day Care Act, early childhood programs provide early learning

and child care to children 0 to 11 years old. The GNWT’s Early Childhood Program

regulates licensing and funding for non-profit early childhood programs. This includes

after-school programs, which are also governed by the NWT Child Day Care Act.

For further information, contact the regional ECE office for your area as identified in

Section 3.6.

Kindergarten

Although Kindergarten is not mandatory in the Northwest Territories, for many children it

is the transition year into the formal education system. Kindergarten programs are

available to children who are age 5 by December 31 of the current school year and can

be funded as:

• Half-time: 485 hours per year (minimum)

• Full-time: 750 hours per year (minimum)

Children’s first introduction to formal schooling lays the foundation for their learning

paths. The Department has been developing a research-based integrated curriculum to



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better support children’s learning and development in Kindergarten. The new

Kindergarten integrated curriculum is relationship and culture-based and designed to

harness children’s natural learning processes. During the 2012-2013 school year, the

integrated Kindergarten curriculum will be piloted territory-wide.

1.3.4 Healthy Schools

A healthy school is a place where students have many opportunities to foster their

physical, mental, social and intellectual development – both in the classroom and within

the greater school-wide environment. This includes such things as:

• understanding the importance of physical activity to health and learning and

engaging in regular physical activity;

• understanding basic nutrition and learning how to make healthy food choices;

• understanding healthy lifestyles and learning how to make healthy lifestyle

choices;

• feeling a sense of belonging and connectedness to school; and

• having a safe physical environment in which to learn and play.

Healthy schools, also known as health-promoting schools, work with partners from the

health and education sectors, and with those from the broader community, to support

students to develop healthy habits that will last a lifetime. Many schools achieve this by

adopting a Comprehensive School Health (CSH) approach.

Comprehensive School Health (CSH)

The Pan-Canadian Joint Consortium for School Health, a partnership of health and

education departments from the federal government and most of Canada's provinces

and territories, has developed the Comprehensive School Health Framework. This

framework, which has been endorsed by the World Health Organization, assists schools

and their partners in supporting improvements in students’ educational outcomes while



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addressing school health in a planned, integrated, and holistic way. It encompasses the

whole school environment, with actions addressing four distinct but inter-related pillars:

The Joint Consortium for School Health has developed an online tool available at

http://www.healthyschoolplanner.uwaterloo.ca, to help Canadian schools create

healthier environments. It offers individual schools a tool to assess the overall state of

their environment; identify one or more specific topics such as healthy eating, physical

activity, or tobacco; and build a plan for improving the health of their school.

Benefits of Comprehensive School Health

Research consistently shows that health and education are connected. Children and

youth cannot achieve their fullest potential as learners if their physical, mental,

intellectual or emotional health is compromised. Learning also has a positive influence

Includes ensuring that school facilities and activities are safe

e.g. Healthy schools do not tolerate harassment or bullying

Includes both formal instruction and informal learning

e.g. Teachers model healthy behaviors for students.

Includes frameworks for engaging community partners.

e.g. guidelines for food being sold in schools

Includes links to the broader community

e.g. – funding applications that require participation of community partners


http://www.healthyschoolplanner.uwaterloo.ca/


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on students' health - both in the short- and long-term. A CSH approach can help schools

achieve:

• better learning outcomes for students;

• better health and well-being for students, educators and staff;

• enhanced resources and networks of services and programs;

• a more holistic, cooperative and connected school environment.

Using the CSH approach can also encourage students to have:

• increased feelings of support from school;

• improved behaviour and healthy choices at home and in the community; and

• an increased understanding of connections between curriculum and real life.

By incorporating CSH into everyday practice, healthy schools learn to plan, coordinate

and deliver healthy school activities and strategies without adding to staff workload.

Participation, Partnerships, and Initiatives

Partnership is one of the most important aspects of Comprehensive School Health. In

addition to students, families, educators and school staff, partners may include other

government departments and community organizations.

Partnering with local community resources (MACA, H&SS, Band Councils, etc.) can

result in numerous site-based, school-specific ways to enhance comprehensive school

health within the school and community. Support is also available through the a number

of territorial programs and services. Further information is available through Choose

NWT at http://choosenwt.com/.

School Counselling Programs

Everyone has a role in the support of children, youth and families. With greater

understanding of their own roles and the situations faced by children, youth and

families, the more effective any support or intervention will be.


http://choosenwt.com/


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The Honouring the Spirit of Our Children (2004) document provides information about

counselling practice and tools to support and intervene with children, youth and

families. It also provides information about the history of school counselling positions,

as well as models and suggestions for future school counselling practice. The model

presented is based on the Goals of Schooling (Our Students, Our Future: An

Educational Framework, 1991). Its purpose is to identify areas in which there is a lack

of attention or activity and to provide accessible suggestions of how to support or

intervene in that area. The model can be used to assess children, youth and families;

to coordinate support and interventions; and to assess programs and services. The

model for each child, youth or family may look very different.

The Directive Regarding the Child Abuse Protocol (1998) states that all personnel

working in a school should be trained in handling disclosures and in reporting child

abuse. Dealing with Child Abuse: a Handbook for School Personnel provides

guidelines and was revised and reprinted in 2005.

1.4 Aboriginal Student Achievement (ASA) The future of the Northwest Territories (NWT) depends on the strengths of its people. In

the NWT, as in other parts of Canada, Aboriginal youth are the fastest growing segment

of the population and play a key role in the territory’s future. They require the skills and

knowledge to shape Northern society in ways that are meaningful, as Northerners,

Canadians and international citizens, and to carry on Aboriginal languages and

traditions.

NWT Aboriginal people must have opportunities and be encouraged and supported to

learn and retain their Aboriginal culture and language while also gaining western

learning. In the words of respected Tlicho Elder, Elizabeth Mackenzie, who paraphrased

the late Tlicho Chief Jimmy Bruneau, by stating that Aboriginal people in the NWT must



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become “strong like two people”. They need to have a strong sense of their identity, as

well as be able to successfully navigate the western and global world.

Having a well-educated Aboriginal population is directly linked to developing a vibrant

knowledge and skills-based NWT economy. The social and economic outcomes of both

Aboriginal and other residents improve when they engage in a variety of educational

opportunities. This approach to education ensures that the NWT society and its

economy are sustainable, socially responsible and able to enhance personal growth

opportunities for all NWT people.

The principles that guide the work of the Aboriginal Student Achievement (ASA)

Education Plan are based on the ECE Strategic Plan 2005-2015 “Building on Our

Success” and were further defined through consultation with stakeholders at the

Minister’s Regional ASA forums during the 2010-2011 school year.

These principles are:

1. The Aboriginal languages and cultures of the NWT are valued and serve as the

foundation for developing and delivering our education system.

2. Investment in NWT Aboriginal people’s education is an investment in all NWT

people.

3. Programs and services are responsive to the changing social, economic, political

and constitutional environment of the NWT.

4. ECE strives to work collaboratively and respectfully with all Aboriginal

governments, education authorities, community governments, business and

industry, government departments and agencies to improve the educational,

social and economic outcomes of Aboriginal people.

5. ECE is committed to respect and focus on the four priorities determined through

the ASA consultation process: Early Childhood Development and Child Care;

Student and Family Support; Aboriginal Language and Culture Curriculum and

Resource Development; and Literacy.



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The purpose of the Aboriginal Student Achievement (ASA) Education Plan, 2011, is to

identify strategic actions to eliminate the achievement gap between Aboriginal and other

students.

The Plan outlines a number of actions that can be taken to improve education

achievement for Aboriginal students. Actions on specific activities will be influenced by

the availability of fiscal resources as well as coordination and collaboration with

partners.

The vision of the ASA Education Plan describes how Aboriginal students will perform in

the education system if the Plan is successful:

Aboriginal students, with a strong foundation for learning, achieving their educational potential and contributing to a strong and prosperous society.

The outcomes describe what will be achieved through the implementation of this Plan.

The key outcomes are:

1. Aboriginal students graduate from senior secondary schooling and meet the

entrance requirements for postsecondary education at the same rate as other

students in the NWT.

2. Government departments, education authorities, Aboriginal leadership and

other agencies at community, regional and territorial levels work collaboratively

using an interagency approach to support the education of Aboriginal students

from early childhood through to postsecondary.

3. Families of Aboriginal students are actively engaged in the education of their

children and are provided with a variety of supports to maximize the physical,

cognitive, emotional, social and spiritual development of their children.

4. Aboriginal languages and culture-based education is recognized as an integral

and essential part of the education experience for all NWT Aboriginal students.



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The goals for each of the four Aboriginal Student Achievement priorities are:

The elements and specific actions for each goal are identified in the Aboriginal Student

Achievement Education Plan (2011).

1.5 Infused Curricula

The following curricula are not intended to be taught as separate subjects or classes,

but as essential components that shape learning across all curricula. Sometimes the

skills in these curricula may require direct instruction in distinct classes, such as use of

particular computer programs or completion of the Career and Program Plan through a

designated tool. While these skills may not be formally assessed, they are meant to

inform lesson planning, instruction, and assessment.

Priorities Goals

Early Childhood Development and Childcare

Develop early Childhood programs, services and initiatives that optimize the healthy development of Aboriginal children.

Student and Family Support

Provide a variety of support services for Aboriginal students and families to ensure academic success.

Aboriginal Language and Culture

Support Aboriginal students in reaching their full potential by becoming proficient in their Aboriginal language and strong in their culture.

Literacy Eliminate the literacy gap between Aboriginal and other students.



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1.5.1 Career Development Career development occupies a pivotal role in schools. It links the needs of

students to the community and it provides a bridge between the individual’s

current and past activities to his or her future.

Schools are creating and supporting a career development climate through the

infusion of career awareness throughout other curricula. From Kindergarten to

grade 12, the foundation for lifelong career development is established. As defined

in The Departmental Directive for Career Development Across the Lifespan (2001),

this includes:

• A career development culture in the classroom, where teachers help students

connect to and value work of all kinds, and experience a range of work choices,

both traditional and contemporary.

• A developmental, progressive framework with clearly identified learning outcomes.

• Exposure of students to a variety of experiences to acquire skills and explore

abilities and interests.

• Providing students and staff with high-quality career, labour market and financial

information.

• Building strong partnerships with families, communities and employers to

strengthen support for student choices and future success.

• Ensuring students have the skills, knowledge and attitudes to successfully make

transitions from the school system to further education and/or work.

The following resources have been developed by Northwest Territories

Education, Culture and Employment to support career development in the

elementary and junior secondary grades:

• NWT Blueprint for Life/Work Designs: A Teacher Resource Manual (2003)

• Grades 4 to 6 Career Awareness Resource (2002)

• Linking Professions (2001) for Grades 7-12

• Making Connections (2000) for Grades 7-9



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Additionally, the following “Focusing my Future My Way” TM programs are recommended

for use in NWT classrooms:

• Smart Focusing TM for grades 8 and 9. (Can be used to develop students’ Career

and Program Plan. See last paragraph.)

• Career Focusing TM for high school (to achieve the career outcomes of Career

and Life Management)

The above programs are available in the NWT through a licensing agreement that

requires that all teachers implementing the programs receive training in program

implementation. For information on training, please contact coordinator of Career

Development in the Early Childhood and School Services Division of ECE.

Another resource, Career Cruising, www.careercruising.com, is available on-line to all

NWT schools. Career Cruising provides assessment tools, an index of hundreds of job

descriptions and career path planning and education pathway recommendations. Each

school in the NWT has username and password access codes. To find your school’s

passwords contact coordinator of Career Development in the Early Childhood and

School Services Division of ECE.

The completion of a Career and Program Plan (CPP) is a graduation requirement,

must be completed before a student enters grade 10, and is worth one compulsory

credit towards graduation. The CPP enables the student to choose suitable courses for

grade 10 and is updated annually. By reassessing his or her goals in light of the year’s

academic and life experiences, the student can appropriately select courses for the

upcoming year. More information on the CPP is available in the Senior Secondary

School Administrators’ Handbook in section 6.2. The template for the Career Program

Plan is available on the ECE website www.ece.gov.nt.ca


http://www.careercruising.com/



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1.5.2 Information and Communication Technology (ICT)

Today, technology is a part of almost every aspect of life and learning. Technology

enables work and communication for business and pleasure with a strong emphasis

on hardware, software, “apps”, portable devices, as well as being networked and

online. However, it is not enough for students to be “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 utilized infused into inquiry processes across the K to 12 curriculum:

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, in addition to personal metacognition,

motivation, and confidence.

While this perspective does not support teaching ICT merely as a set of skills, it does

not in any way minimize the need for CTS technology courses. Neither does it

minimize the school’s potential role in preparing students to understand how various

tools, such as social networking sites, can change our lives.

Through practice, students and teachers will learn:

• that technology applications and systems often have similar designs and

functions that can be learned and the knowledge transferred to new devices

and contexts;

• about the social impact ICT has on lifestyle;

• how to determine which processes, tools and techniques to use, and when to

use them; and

• how to critically, creatively, and ethically use a variety of information and

communication technologies to problem solve, make decisions, inquire,

collaborate, and communicate.



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The NWT is committed to providing guidelines for the infusion of technology across

the curriculum. This includes cooperation with DEC/DEAs to support teachers as well

as students in the use of a continuum called “Literacy with Information and

Communication Technology” (LwICT) which is available in 11 X 17 format in

Appendices A3 and A4.

The Department of Education, Culture, and Employment also provides asynchronous

learning tools for teachers in the form of videos on the ECE website and wikis for

information sharing and collaboration that all teachers are openly invited to join.

1.6 Governance and Administration

Governance is what elected bodies do by passing appropriate legislation (by-laws,

policies, regulations, budgets) that sets the overall direction of the organization.

Administration is what appropriate staff hired by the organization do to carry out the

wishes (by-laws, policies, regulations, budgets) duly determined by the organization.

1.6.1 Organizational Structures

All schools outside of Yellowknife are organized into regions, or Divisions, that include 6

to 9 communities. There are six Divisional Education Councils:

• Beaufort-Delta District Education Council

• Commission Scolaire Francophone de Territoires du Nord-Ouest

• Dehcho Divisional Education Council

• Sahtu Divisional Education Council

• South Slave Divisional Education Council

• Tlicho Community Services Agency



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For details of the schools and communities in each region, see Section 11.2.1 and

11.2.3.

Each community elects a District Education Authority (DEA). Each DEA selects a

member to represent them on the Divisional Education Council (DEC). For the

Commission Scolaire Francophone de Division, the two member communities select

three members each.



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The Relationship between DEAs and DECs

In Yellowknife, there are two DEAs:

Yellowknife District No. 1 Education Authority (YK1)

Yellowknife Public Denominational District Education Authority (YCS)

There is no Divisional Education Council level body in Yellowknife.

Contact information and a list of schools is available in Section 11 and on the ECE

website.

The role of a DEA and DEC is to govern by:

• enacting by-laws

• enacting policies or regulations

• setting and monitoring budgets

The DEC hires a Superintendent to fulfill administrative responsibilities, and the DEA

hires a Principal to fulfill administrative responsibilities.

District Education

Council (DEC)

District Education Authority

(DEA) District

Education Authority

(DEA)


(DEA)


(DEA)


(DEA)

Each DEA elects a representative to sit on the DEC.

The DEC is composed of the representatives of al DEAs in the region.



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The People of the Northwest Territories

The People of the Community

1.6.2 Employee Conduct All employees belong to either the Northwest Territories Teachers’ Association

(NWTTA) or the Union of Northern Workers (UNW). The following documents provide

guidelines for employee conduct and relationships between employees:

NWTTA Code of Ethics – on CD accompanying this handbook or online through

Member Area access - login is required

UNW – UNW Regulations available at

http://www.unw.ca/theme/user/unw_regulations_october_9_2012.pdf

GNWT Code of Conduct on CD accompanying this handbook or online at

http://www.hr.gov.nt.ca/policy/documents/CodeofConduct.pdf

Disputes between employees are to be handled in accordance with the appropriate

procedures according to the applicable process.

GNWT

Deputy Minister Superintendent Principal

Electorate

Governance (Political)

Administration

DEC DEA

Minister of ECE



http://www.hr.gov.nt.ca/policy/documents/CodeofConduct.pdf

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Section 2 – Administrative Information

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Contents 2.1 School Year Calendars ............................................................................................................... 1

2.1.1 Hours of Instruction ............................................................................................................. 2 2.1.2 Length of Instructional Day ................................................................................................. 4 2.1.3 Number of Days Teachers Are on Duty .............................................................................. 4 2.1.4 Cultural Orientation ............................................................................................................. 4 2.1.5 Mandatory Leave Days ....................................................................................................... 5 2.1.6 Civic Holiday ....................................................................................................................... 5

2.2 Student Enrolment ...................................................................................................................... 5 2.2.1 Funding ............................................................................................................................... 6 2.2.2 Types of Absences ............................................................................................................. 6

2.3 Student Records ......................................................................................................................... 7 2.3.1 Access to Student Records ................................................................................................ 9 2.3.2 Student Demographics ..................................................................................................... 10 2.3.3 Registering New Students ................................................................................................ 11 2.3.4 Registering Students Transferring from Another School .................................................. 11 2.3.5 Student Marks ................................................................................................................... 11 2.3.6 Student Marks File Format ............................................................................................... 12 2.3.7 Diploma Examination Registrations .................................................................................. 12 2.3.8 School Marks for Diploma Examinations .......................................................................... 13 2.3.9 Diploma Examination Results for Schools ........................................................................ 13 2.3.10 Validation Statements ....................................................................................................... 13 2.3.11 Transcripts ........................................................................................................................ 14 2.3.12 Graduation Diplomas ........................................................................................................ 15 2.3.13 Diploma Examination Reports .......................................................................................... 15 2.3.14 Course Corrections ........................................................................................................... 16

2.4 Guidelines for Interpreting and Using Results of Diploma Examinations ................................ 16 2.4.1 Principles ........................................................................................................................... 17 2.4.2 Process ............................................................................................................................. 18 2.4.3 Use of the Reports ............................................................................................................ 19 2.4.4 Context for Interpreting Individual School Results ........................................................... 19

2.5 The Appeal Process ................................................................................................................. 20 2.5.1 Appeal Procedure For Parents/Guardians/Students ........................................................ 22 2.5.2 Procedure for Appeals at the District Level ...................................................................... 23 2.5.3 Procedure For Appeals at the Divisional Level ................................................................ 24 2.5.4 Clarification of the Appeal Procedure: .............................................................................. 25

2.6 Home Schooling ....................................................................................................................... 25 2.7 Significant dates ....................................................................................................................... 26 2.8 School Emergency Planning .................................................................................................... 28 2.9 Criminal Records Check ........................................................................................................... 28 2.10 Risk Management and Insurance (RMI) Reporting .............................................................. 29

2.10.1 General Reporting Guidelines .......................................................................................... 30 2.10.2 Insurance Forms ................................................................................................................ 31 2.10.3 Critical Incident Reporting ................................................................................................. 34 2.10.4 Request for Exemption from Insurance Requirements .................................................... 37 2.10.5 Risk Management & Insurance Contact Information ........................................................ 38


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This section deals with administrative tasks that occur throughout the school year.

2.1 School Year Calendars

The Education Act requires each District Education Authorities/Councils (DEA/DEC) to

indicate the school calendar that will be in effect for the next school year. School year

calendars are to be published locally for students, parents, and teachers, as well as

forwarded to the Minister of Education by March 31st as per Section 117(1) via the

Education Operations and Development division, Department of Education, Culture, and

Employment. The calendar is approved by the DEA and does not require the approval

of the Minister.

Superintendents will receive a package of information annually in January to assist

DEA/DECs in the preparation of their school calendars.

In accordance with the Regulations (Section 3[1]) to the Education Act, the DEA/DEC

shall include the following information in the school calendar:

• The opening and closing dates of the school;

• The dates for vacations and observance of holidays;

• The hours of instruction; and

• The dates established for:

o The development and improvement of the skills of the education staff; and

o The performance of non-instruction duties for education staff.

It is important to note that instructional days include only those days when instruction

actually does take place for students and does not include locally declared holidays,

professional development days, and in-service days.

School Year Calendars for all NWT schools are in Appendix A12.



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2.1.1 Hours of Instruction

Hours of instruction are those times when students actually receive instruction in the

education program. These do not include recess times, breaks, or other times when

instruction is not provided, but does include time spent on student assessment. Section

126 of the NWT Education Act (1996) prescribes the hours of instruction for NWT

Schools. Schools or jurisdictions wishing to provide additional programming may

provide more than the required hours of sessional time, subject to the limits of the

collective agreement and the maximum number of hours per day as stipulated in the

Academic Year and School Attendance Regulations. See section 2.1.2

Grade level minimum hours per year Kindergarten 485

1 to 6 997

7 to 12 1045

Grades 1 to 9 Recommended time allotments by subject

Subject area recommended % approximate # of hours Language of instruction 21 210

Another official language of the NWT 9 90

Mathematics 18 180

Science 9 90

Social Studies 9 90

Physical Education 9 90

Health 6 60

Arts Education 6 60

Local Discretion 7 70

Career and Technology Studies 6 60



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The 7% “local discretion” instructional time may be distributed by the principal in

consultation with the District Education Authority/Council (DEA/DEC) and approval of

the Superintendent/Director of the Board.

It is expected that Dene Kede and Inuuqatigit outcomes and activities will be integrated

throughout the school day. If separate cultural programs are also provided in a school,

such programs would be part of the 7% “Local Discretion” instructional time allocated by

the principal in consultation with the DEA/DEC.

Public denominational education authorities (e.g. Yellowknife Catholic Schools) could

choose to use this “local Discretion” time for providing religious studies.

Local discretion time, or a portion of it, can be designated for learning study habits

and/or organizational skills if these times are structured and intentional activities are

provided for all students to that end.

Grades 10 to 12 The 1045 minimum of hours of instruction at the grade 10 to 12 level are broken down

into 1000 hours of scheduled instruction and 45 hours of unscheduled instruction. The

unscheduled instruction hours are to accommodate such instructional activities that take

place outside of the regular school day as:

• Three-way parent/teacher/student conferencing;

• Developing Career and Program Plans;

• Participation in school activities based on curricular expectations including

sports, drama, music and clubs;

• Participation in culturally based activities including on-the-land activities.

The timing of these activities can be flexible and used at the discretion of the DEA, and

should be accounted for and described in a general way in the school calendar

submission.



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2.1.2 Length of Instructional Day

The Academic Year and School Attendance Regulations in the Education Act stipulate a

maximum instructional day as follows:

Grade level maximum hours per day Kindergarten 6

1 to 6 5.5

7 to 12 5.75

2.1.3 Number of Days Teachers Are on Duty

For the 2011-2012 school year, the collective agreement between the NWTTA and the

GNWT bargaining unit set the number of days that teachers are required to be on duty

for 195 days during the school year. The collective agreements with Yellowknife

Catholic Schools (YCS) and Yellowknife Education District No. 1 (YK1) set the number

of days for teachers at 192.

The total number of days includes:

• sessional days,

• five (5) days for professional development, and

• up to 2.5 days which the Superintendent may designate for Administrative

days, In-service training, or Parent-Teacher days.

• 2 days of culturally appropriate orientation for all teachers.

2.1.4 Cultural Orientation

Education, Culture & Employment (ECE) provides funding to District Education Councils

and District Education Authorities (DECs/DEAs) to provide a minimum of two days

teacher Cultural Orientation in the 2013 -2014 school year. DECs/DEAs are advised of

the requirements for cultural orientation.

Dene Kede: Trails to Becoming CD is a teacher resource tool for NWT Teacher

Orientation on the Dene Kede Curriculum and has been supplied to all DEAs/DECs.



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2.1.5 Mandatory Leave Days

For the 2011/2012 school year, the Mandatory Leave with Paydays for members of the

GNWT Public Service in non-essential positions are:

Monday, December 23st, 2013

Tuesday, December 24th, 2013

Friday, December 27th, 2013

Monday, December 30th, 2013

Tuesday, December 31st, 2013

2.1.6 Civic Holiday

If the DEA / DEC declares a half day for a civic holiday, the half day must be accounted

for in the school calendar. If the civic holiday is declared without it being accounted for

in the school calendar teachers MUST remain on duty.

In the NWT, Aboriginal Day is observed as a statutory holiday. Alberta Education has

scheduled the Chemistry 30 diploma examination for this date. Contact Student

Records ([email protected]) for further information

2.2 Student Enrolment

An electronic student information system (PowerSchool) is the system used by all

schools in the NWT for the purpose of maintaining student enrolment, demographics,

attendance, marks, and registration for Alberta Achievement and Diploma

Examinations. It is also used for the submission of student course information to the

Department of ECE leading to the creation of student validation statements and

transcripts.

Alternative High School Program students must be identified in PowerSchool.


mailto:[email protected]


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2.2.1 Funding

Funding is based upon student enrolment for the month of September. An attending

student is one who has attended or has excused absence for not less than 60% of the

possible days in September. Also a reminder that students attending a kindergarten

program of less than 750 hours a year will be counted as a 0.5 full-time equivalent

(FTE). Students 22 years of age or older will be counted as a 0.5 FTE providing they

are registered for 15 credits or more for the entire school year, and will be counted as

0.0 FTE if they are registered for less than 15 credits for the entire school year.

Documentation on student absences must be kept on record at the school, and made

available if requested by the Department.

2.2.2 Types of Absences

The Department tracks student attendance for excused and unexcused absences and

lates.

Schools may choose to enter a specific type of absence such as vacation, sick, or

excursion. This decision is made by the school and approved by the Superintendent of

District Education Authority/Divisional Education Council respectively.

Considerations for excused absences may include but are not limited to:

• Students taking Distance Learning education programs,

• Parent excused absences, such as “on the land” experiences or other cultural

educational experiences,

• Credits in music obtained through private study,

• Credits for Special Projects,

• Challenge Examinations,

• Illness,

• Participating in school-based activities,

• Involved in spiritual/religious observances,

• Under suspension,



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• Under expulsion,

• Home schooling,

• Alternate learning programs,

• Outreach programs.

2.3 Student Records

Student records are to be maintained in accordance with Students Records Regulations

of the NWT Education Act. These regulations deal primarily with the content and

maintenance of student record files.

A Student Record (Cumulative File) must be kept according to the GNWT Student

Records Retention Schedule. Please contact the Student Records Officer for further

clarification.

All Student Records Must Contain – as referenced in section 4.1 of the Student

Records Regulations (Education Act)

• Registration Forms, most often containing:

Full Legal Name from a birth certificate or passport, including middle

names – 4(1)(a)

Date of Birth – 4(1)(b)

Gender – 4(1)(c)

Country of citizenship – 4(1)(d)

Student ethnicity (Dene, Metis, Inuit, Non-Aboriginal, Southern Aboriginal)

– 4(1)(e)

Parent/Legal Guardian’s name, address, and phone number – 4(1)(f)

Student’s mailing address and phone number 4(1)(g)

Names and addresses of schools previously attended – 4(1)(h)

Grade – 4(1)(i)

Mother tongue and language spoken most often at home – 4(1)(j)

Eligibility for French first language instruction, if applicable – 4(1)(k)



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• Annual summary of attendance and participation – 4(1)l)

• A copy of the individual education plan (IEP) if applicable – 4(1)(m)

• A semi-annual progress report (report cards)– 4(1)(n)

• A semi-annual summary of recommended learning strategies – 4(1)(o)

• Information related to functional grade levels – 4(1)(p)

• Alberta Provincial Achievement test results – 4(1)(q)

• Information relating to suspensions, expulsions, or involvement of police on

school premises – 4(2)(r) and 4(2)(s)

• Copy of the Birth Certificate

In addition, all grade 10 to 12 High School Student Records must contain – as

referenced in section 4.2 of the Student Records Regulations (Education Act) • A list of courses that the student is currently enrolled in – 4(2)(b)

• A current validation statement – 4(2)(c) and 4(2)(d)

All Student Records Must Also Contain Where Applicable – see section 4.1 of the

Student Records Regulations (Education Act) • Request to Change to Student Demographic Information (Appendix B2)

It is recommended that all student records include the student’s health care number and

any significant information relating to the student’s well-being (such as allergies) – See

section 4(3)

The following documents required to support a student’s status in meeting graduation requirements should also be kept and may be requested by Student Records:

Course Correction Form (Appendix B3 or B4)

High School Evaluation report (Appendix B12) - including transcripts from out of

territory)

Request to Waive Courses Application Form (Appendix B6)

Work Experience Logs (Appendix B9)

Community Service Hours logs (Appendix B7)



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NWT Course Challenge Application forms (Appendix B10 and B11)

NWT Special Project Forms (Appendix B8)

Any forms related to Diploma Examinations (Appendices D1 to D7)

Student records, which include cumulative files and electronic data files, must remain

confidential at all times. This includes using a secure system to access electronic data.

2.3.1 Access to Student Records

Student Records of minor students are accessible to parents and students upon

request. For students aged 18 and over, parents may have access only with student

approval.

Providing Student Records for Students Transferring Out of the School

• Students transferring within the Northwest Territories – Original student record

needs to be couriered to the community school the student is transferring to.

• Students transferring out of the Northwest Territories – Original student record

needs to be photocopied and the copy sent to the School requesting it. The original student record stays with the last school attended in the Northwest Territories. Send copies of:

o Report cards

Elementary and junior high – most recent

Senior high school – most recent validation statement

o Individual Education Plan (IEP) or Student Support Plan (SSP) if applicable

o Relevant external test results in accordance with the Student records

regulations that are in support of the IEP/SSP

Access to Information and Protection of Privacy (ATTIP) Issues

Sections 29 to 32 of the Education Act address the contents of student records and the

disclosure of information included in the file. Schools contacted by agencies such as the

RCMP or companies that do employment checks should refer them to Student Records



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in Yellowknife to ensure that the appropriate documentation is completed. Access to

personal information is restricted and release of any such information must follow

established procedures.

2.3.2 Student Demographics

Student information must be updated in PowerSchool every fall and during the year as

required. Student Records requires all of the following information be up to date as of

October 7thof each year.

• Full Legal Name from a birth certificate or passport, including middle names

• Date of Birth

• Gender

• Mailing address – all student addresses must be up to date. School addresses

will be used where no address is supplied.

• Parent/Legal Guardian – all contact information must be up to date

• Student ethnicity (Dene, metis, Inuit, Non-Aboriginal, Southern Aboriginal)

• Health care number

• Previous schools attended

If a student is transferring in or out of your school, Student Records needs to be

informed by e-mail at [email protected].

Any changes to student demographic information must be submitted on the appropriate

form:

Student Registration – Appendix B1 – Request for GNWT Student Identification Number

Request for Changes to Student Information – Appendix B2

* If legal name or date of birth is incorrect, a copy notarized by either a Commissioner of Oaths or a Notary Public of the Birth Certificate, citizenship, or other proof of legal name change must be provided to Student Records.




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2.3.3 Registering New Students

New students must be registered through PowerSchool in accordance with the

information identified in Section 2.3.2

It is recommended that the Health Care number be maintained on file at the school.

A Student Record must be established and maintained in accordance with section 2.3.

2.3.4 Registering Students Transferring from Another School

For students transferring in to a school, the following is required:

• Student demographic information (see Section 2.3.2)

• Student Record from the school of origin

For high school students schools must obtain documents to support evaluation

towards graduation status (see Section 2.3)

2.3.5 Student Marks

Student Records collects the non-departmental marks for completed courses:

1st Semester Marks - Due by Feb. 10th each year or previous business day

2nd Semester Marks – Due by July 5th each year or previous business day

• Student marks for each semester need to include all courses taken in and out

of usual classes. Do not put in course corrections for courses that should be

submitted at the end of the semester.

• All schools must ensure that marks are entered into PowerSchool by the dates

listed above for semester 1 and 2.

• Only one mark per course per reporting period will be accepted and added to a

student’s record. Duplicate courses will be rejected by our system and

deleted.



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• School awarded marks for diploma examination courses must be submitted to

Student Records on the date indicated in the “Significant Dates” (Section 2.7)

and “Grade 12 Alberta Diploma Examination program – Significant Dates”

Section 5.3.1. School awarded marks will not be accepted if they are

submitted after this date, unless valid reasoning is given. School-awarded

marks in diploma examination courses will not be changed after the marks

have been submitted or Examination Marks have been received.

2.3.6 Student Marks File Format

All marks will be submitted directly through PowerSchool.

If assistance is needed, contact the designated PowerSchool support person in your

District Education Council/District Education Authority (DEA/DEC) office.

2.3.7 Diploma Examination Registrations

Emails regarding Diploma Examination Registrations are sent by Students Records at

ECE to principals at the end of September and the end of February. Details of the

registration process will be included in the email.

• It is essential to have updated mailing addresses of the students who are

writing examinations entered into PowerSchool - school addresses or blank addresses will not be accepted. Student names with unacceptable

addresses will be returned to the schools and mailing address will have to be

provided before registration will continue.

• The email will also advise of significant dates:

o registration submission,

o the special accommodations deadline, and

o the diploma school mark submission.

Once the registrations have been entered, a registration list will be e-mailed by Students

Records at ECE to principals for final reviews before submission to Alberta Education.



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2.3.8 School Marks for Diploma Examinations

Once Diploma Examination Registrations are complete, Student Records will supply all

principals of writing centres with an updated registration list.

2.3.9 Diploma Examination Results for Schools

Student Records sends Diploma Examination Results to principals three times a year.

January Examinations February 24

June Examinations First week in August (unless specifically requested)

August Examinations Last week in August

2.3.10 Validation Statements

A Validation Statement is an unofficial document that shows the credits required to

graduate, the credits the student has earned, what credits are still needed, all courses

taken, the marks received, and the transcript mark. For Diploma Examinations the

school mark, the examination marks, and the blended transcript marks are shown.

Students and parents can request this document at any time.

• Validation Statements are sent out three times per year: at the end of August,

and twice in February.

• In cases where the principal/guidance counsellor discovers that an error is

made in reporting a course, credit or mark, a course correction may be

prepared and submitted to Student Records. Marks for diploma examination

courses may not be changed. Only the principal of the school in which the

courses were completed can authorize changes to a student’s record. Course

corrections can be scanned and e-mailed, or faxed to 867-873-0499 using the

appropriate Course Correction Form – Appendix B3 or B4.



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• Students can access their own records (K-12 enrolment, their courses and

marks information) online at www.nwtstudents.ca. A password is required for

access. Contact the ECE Helpdesk at ecehelp.gov.nt.ca for a password.

• Teachers may also access validation statements through a link at the bottom

of the page at www.nwtstudents.ca.

When correcting validation statements completed by other regions in the NWT or

jurisdictions in Canada, corrections may only be done by the principal of the school

where the original evaluation was completed.

2.3.11 Transcripts

A Transcript is an official document of all the courses a student has taken with all the

marks that were received, and the credits that were earned. If a course has been taken

more than once, only the best mark will appear. Only the highest mark will be sent to

post-secondary institutions.

• Transcripts are only issued upon a student’s request.

• Transcripts can be requested for immediate mail out, for after 1st semester

results, and for after 2nd semester results.

• All official transcripts are mailed directly to the post-secondary institutions or

Scholarship of choice.

• After 2nd semester results are entered into Case Management and

Administrative System (CMAS), transcripts are couriered to the schools.

• PLEASE INFORM STUDENTS TO HAVE 2ND SEMESTER TRANSCRIPT REQUESTS IN BEFORE JULY 19TH TO ENSURE THEIR TRANSCRIPTS WILL BE COURIERED OUT.

• Transcripts are obtained from Student Records, Department of Education,

Culture and Employment, Government of the NWT, Lahm Ridge Tower, 3rd

Floor, Box 1320, Yellowknife, NT, X1A 2L9. Phone: 867-920-6235. Fax: 867-

873-0499. Transcripts can be sent to students, post-secondary institutions or

employers.


http://www.nwtstudents.ca/

http://www.nwtstudents.ca/


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• Students can request transcripts electronically through the department website

at www.ece.gov.nt.ca , and selecting “Request a Transcript” in the “I Want To”

box at the right.

• Transcript Request Forms are in Appendix B5 and can be accessed online at

http://www.ece.gov.nt.ca/webforms/secondary-school-transcript-request

Students writing diploma examinations must specify whether they want their transcripts

to be sent out immediately to post-secondary institutions or to wait until diploma

examination marks have been included by selecting the appropriate time code.

2.3.12 Graduation Diplomas

Student Records issues graduation diplomas at the end of each semester (March,

August). Students receive a diploma when they meet the NWT graduation

requirements. Francophone students who are attending either Ecole Boreale, or Ecole

Allain St. Cyr, that meet graduation requirements will receive a diploma in French.

School leaving certificates are currently issued by the individual schools and are not

equivalent to a graduation diploma. Students and their parents or guardians must be

made fully of aware of this distinction.

2.3.13 Diploma Examination Reports

The Diploma Examination Reports come from Alberta and are compiled twice a year

after the Diploma Examinations are written in January and June. The January

Examination Reports come out around the second week in March. The June

Examination Reports come out around the last week in August. No reports are issued

for the August examination writing.

The Student Records Officer will e-mail these reports to the Principals or designate and

Superintendents as soon as they processed.



http://www.ece.gov.nt.ca/webforms/secondary-school-transcript-request


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2.3.14 Course Corrections

Course Corrections should only be used when you have found a mistake made by your

school on a validation statement. (Ex: course was not submitted in previous years, a

course mark is incorrect, a course was duplicated and should have been under

difference course code.)

There are two types of course correction forms: one for an individual student (Appendix

B3), and one for multiple students (Appendix B4). Schools needing to submit large

amounts of course corrections should contact the Student Records Officer for an

electronic template.

• Appendix B3 is to be used when a distinct change is required for a particular

student.

• Appendix B4 is to be used when a common change is required for a number of

students.

Course corrections should be submitted on the 15th of each month and will be

processed once per month. Requests received after this date will be processed in the

following month.

Course Corrections should not be used to add unscheduled courses (e.g. Community

Service, Career and Program Plan) for the current year.

Corrections for mistakes made by another school must be submitted by the school that

originally submitted the mark.

2.4 Guidelines for Interpreting and Using Results of Diploma Examinations

All schools receive a Diploma Examination School Report containing results of their

students who wrote diploma examinations. This report provides a detailed breakdown of

information on the performance of the students according to the content and skills of the

examination questions.



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2.4.1 Principles

Diploma examination results can be used constructively as one means of improving the

quality of education.

• School-awarded marks and Diploma examination marks are complementary

measures. The purpose of the examination is to provide a common measure

of achievement for students throughout the NWT.

• School-awarded marks should reflect important aspects of learning in a

course, including those that cannot be measured by time-limited paper and

pencil tests. Therefore, differences are to be expected between a student’s

school-awarded mark and that student’s Diploma examination mark in a

subject.

• It is neither desirable nor productive to compare the marks of schools with one

another.

• Ensuring that there is an alignment between the objectives of the curriculum

being taught and the test measures being used will increase the level of

students' success.

• Item analysis data is often more informative than are total test scores.

• Written reports, follow-up by means of written response, and occasional face-

to-face meetings are useful means of ensuring that results are appropriately

interpreted and used.



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2.4.2 Process

Diploma examination results can be used constructively as one means of improving the

quality of education. A systematic use of these results would include the following

steps:

1. Comparing test results for a school or instructional group with the

territorial/provincial results. Be sure that your comparisons include the:

• total test score,

• total multiple-choice and written-response scores,

• subscale scores for multiple-choice and written-response questions (this

current administration as well as results over time), and

• individual multiple-choice and written-response question results.

2. Noting any patterns, anomalies, and/or interrelationships in the results.

3. Item analysis: those items where a significant number of students chose a

response other than the correct answer; i.e., do the resources being used

appropriately present the material being tested?

4. Considering relationships between your observations and any of the factors

above that may have had an effect on achievement.

5. Developing and implementing a plan that will help improve the quality of

education for students. The plan might include:

• Program emphasis ° hours of instruction ° skills and content emphasized or de-emphasized

• Instructional practice: ° methodology ° curriculum fit ° resources

• Program objectives that are not measured by the diploma examination but that are worth teaching.



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• Recommendations for next year: a listing that describes those actions that should continue to occur, should be enhanced, or should be changed.

2.4.3 Use of the Reports

Educators in each region are encouraged to study the examination results carefully and

use them to determine the strengths and weaknesses of their program and resources.

Alberta Education identifies the purpose of the diploma examinations as three-fold:

• to certify the level of individual student achievement in selected Grade 12

courses

• to ensure that province-wide standards of achievement are maintained

• to report individual and group results

Examination of the results contained in the reports may be used to help improve the

delivery of quality of educational programs.

The reports are not intended to be used as the basis for:

• evaluating teacher performance, or

• comparing performance between or among schools.

2.4.4 Context for Interpreting Individual School Results

Educators who are interpreting diploma examination results must take into account the

following limitations:

1. The differences between territorial/provincial results and local results are

affected by region, school, and group size, as well as by other factors.

2. Factors affecting student selection of Diploma examination courses vary from

school to school. These factors must be considered when comparing school

or region marks with overall marks.



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• Some schools may have a limited selection of courses. Students with

weak academic records who, in other schools, would have selected non-

examination courses will find it necessary to take Diploma examination

courses for credits.

• Students may challenge any Diploma examination course, which results

in a higher than usual proportion of students taking those courses.

• Generalizations should be based upon long-term data.

• Standardized tests measure a core of the program being taught.

However, some skills and concepts not measured are worth teaching and

learning.

• The number of students who have previously written a diploma

examination for that course/

• Present school performance as compared with previous years.

2.5 The Appeal Process

The appeal process allows parents/guardians and students the opportunity to appeal

decisions that are made by a member of an education staff or an educational body,

when the decision in question will significantly affect the education, health or safety of a

student.

The appeal process recognizes that while it is beneficial for the delivery of an effective

educational program to have all parties working together in harmony, significant

differences in opinion may occur with parents/guardians/students regarding decisions

and actions taken by an education staff member or an educational body. Guiding

principles of the appeal process include:

• the right of students and parents to be informed and involved in education

decisions;

• the right of students’ and parents’ concerns to be heard and respected;



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• a sincere effort, within the guidelines, made towards resolving appeals in a

manner that is respectful of all parties;

• appeals dealt with in accordance with the principles of natural justice.

It is assumed that educational bodies, parents/guardians and students will proceed with

an appeal as quickly as possible and with careful attention to the procedures outlined in

the Education Act and the Education Appeal Regulation.



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2.5.1 Appeal Procedure For Parents/Guardians/Students

In accordance with 39.(1) and 40. (2) of the Education Act parents/guardians/students

may lodge a disagreement with and appeal any decision of a member of an education

staff or educational body that significantly affects the education, health or safety of a

student, or in specific reference to:

i. a decision regarding an individual education plan 9.(5) Education Act;

ii. a decision by a principal not to make corrections to a student record as

requested by a student, parent or guardian 31.(2) Education Act;

iii. a decision to suspend a student under 35.(1) and 35 (2) Education Act;

iv. a decision to expel a student 36. (1) (b) (iii) Education Act.

Appeal Procedures are found in sections 38, 39, 40, 41, 42 and 43 of the Education Act

and in the Education Appeal Regulations R-167-96.

The Education Act provides that:

• an appeal may only be made to the body that made the decision with which the

parents/guardians or student takes issue; for instance, an appeal of a decision

made by the District Education Authority may only be made with 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, except for the right to refer

the decision to expel a student to the Minister in accordance with 43. (1) of the

Education Act;

• the decision of the committee that hears the appeal is final, except for the right

to refer the decision to expel a student to the Minister in accordance with 43. (1)

of the Education Act.



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2.5.2 Procedure for Appeals at the District Level

The parents/guardians and/or student shall be informed of their right to appeal and of

the appeal procedures.

The process of resolving disagreements shall involve:

• in the case of a decision by education staff, a review at the school level by the

principal, where a disagreement has not been resolved at the school level, the

parent or student shall notify the District Education Authority, in writing, of the

disagreement;

• the District Education Authority shall attempt to resolve the disagreement; if it is

unable to do so, it shall notify the parents and/or student, in writing, that the

parents and/or student may request an appeal committee to review the

decision.

An appeal committee shall be established in accordance with procedures set out in the

Education Act and the Education Appeal Regulations with members chosen by the

parents and the District Education Authority. The chairperson of the appeal committee

will review the decision and decide whether there are sufficient grounds for the appeal,

or if the appeal is frivolous or vexatious, in which case the appeal shall not be heard. A

decision of the chairperson not to hear the appeal is final, except for the right to refer

the decision to expel a student to the Minister in accordance with 43. (1) of the

Education Act. The chairperson shall notify the student, student’s parents/guardians

and the District Education Authority of the decision and the reasons for the decision in

writing.

Where the chairperson agrees to hear the appeal, the appeal committee shall

investigate and hear the appeal in accordance with the procedures set out in the

Education Act and Regulations. Upon completion, the appeal committee shall report its

decisions and the reasons for its decisions, in writing, to the student, student’s

parents/guardians and the District Education Authority. The decision of the appeal



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committee is final except for the right to refer the decision to expel a student to the

Minister in accordance with 43. (1) of the Education Act.

Particulars about time frames, the selection and composition of the appeals committee,

and complete details about roles and responsibilities of committee members for hearing

appeals are articulated in the Education Act and the Education Appeals Regulations.

2.5.3 Procedure For Appeals at the Divisional Level

If the parent or student disagrees with a decision of the Divisional Education Council

there are similar procedures in place to appeal that decision.

The Divisional Education Council shall attempt to resolve the disagreement; if it is

unable to do so, it shall notify the parents/guardians and/or student, in writing, that the

parents/guardians and/or student may request an appeal committee to review the

decision. The parents/guardians and/or student shall be informed of their right to

appeal and of the appeal procedures.

The process of resolving disagreements shall involve the establishment of an appeal

committee in accordance with procedures set out in the Education Act and the

Education Appeal Regulations with members chosen by the parents/guardians and/or

student and the Divisional Education Council. The chairperson of the appeal committee

will review the decision and decide whether there are sufficient grounds for the appeal,

or if the appeal is frivolous or vexatious, in which case the appeal shall not be heard. A

decision of the chairperson not to hear the appeal is final. The chairperson shall notify

the student, student’s parents/guardians and the Divisional Education Council of the

decision and the reasons for the decision in writing.

Where the chairperson agrees to hear the appeal, the appeal committee shall

investigate and hear the appeal in accordance with the procedures set out in the

Education Act and Regulations. Upon completion, the appeal committee shall report its

decisions and the reasons for its decisions, in writing, to the student, student’s



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parents/guardians and the Divisional Education Council. The decision of the appeal

committee is final.

Particulars about time frames, the selection and composition of the appeals committee,

and complete details about roles and responsibilities of committee members for hearing

appeals are articulated in the Education Act and the Education Appeals Regulations.

2.5.4 Clarification of the Appeal Procedure:

Contact Education, Operations and Development at the Department of Education,

Culture and Employment regarding additional information and clarification of the appeal

process.

Phone: 867-920-8990

2.6 Home Schooling

Students who are home-schooled in the NWT and wish to receive an NWT diploma are

required to meet all NWT graduation requirements. Students must be registered at the

school. Parents and students must meet with school officials at the beginning of each

school year and at agreed upon times throughout the school year. Home schooled

students do not need to follow an NWT or Alberta curriculum but must follow a program

approved by the school principal.

• Students must be registered with a school in their home community as per The

Home Schooling Directive, 1996.

• Principals of NWT schools must advise parents of home schooled students of

all graduation requirements, including the completion of a Career and Program

Plan.



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• Under the Education Act Principals/Designates of NWT schools are required to

meet with parents of home schooled students at least two times per school

year to ensure that the NWT curricular expectations are being met.

• The Home Schooling Regulations in the Education Act identify the Duties of

the Principal, Duties of a Superintendent and Duties of the Education Body in

regards to issues around Home Schooling.

Relevant document sections include:

Education Act: Section 20 – Home Schooling Program

Education Act: Home Schooling Regulations

Home Schooling Directive 1996

Marks for courses completed through home schooling are to be submitted by the school

for each term.

2.7 Significant Dates Alberta Diploma Examinations must be written at designated writing centres and on the published scheduled dates. Date Deadline for: October 7th, 2013 September enrolment process – for funding purposes October 14th, 2013 Application by teachers to mark January Diploma examinations

(Section 10.2)



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October 21, 2013 January Diploma examinations registration deadline October 25, 2013 Special Accommodation Requests for January Diploma

Examinations deadline November TBA, 2013 Alberta Provincial Achievement Test – January Writing –

registration deadline January 24, 2014 School-based marks for diploma examinations courses due February 10th, 2014 1st semester marks due March 21, 2014 January Diploma Examinations Reports available to Student

Records and sent to schools by Student Records.

March 15th, 2014 Application by teachers to mark June Diploma examinations (Section 10.2)

March 31st, 2014 Submission of School Year Calendar March 28, 2014 Diploma examinations registration deadline for June April TBA, 2014 Alberta Provincial Achievement Test – June Writing –

registration deadline April 1, 2014 Special Accommodation Requests for June Diploma

Examinations deadline June 20, 2014 School-based marks for diploma examinations courses due June 24th, 2014 Statutory holiday for Aboriginal Day July 3rd, 2014 Diploma examinations registration deadline for August July 5th, 2014 2nd semester marks due August 15th, 2014 School-based marks for diploma examinations courses due



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August 25th, 2014 June Diploma Examinations Reports available to Student Records

and sent to schools by Student Records.

2.8 School Emergency Planning

All schools are required to have an Emergency Response Plan.

The CD accompanying this handbook contains three Word documents to assist with

this:

• School Emergency Plan

• School Appendices

• Guiding Document – details on the formatting of the other two documents

For additional information on the requirements of the emergency plan, contact:

Department of Education

Education Operations and Development Division

Phone: 867-920-8990

2.9 Criminal Records Check

Any individual working with students should be cleared through a criminal records

check, completed by the RCMP. If this is not possible, as with volunteers and guest

speakers, ensure that students are not left unsupervised with that individual.

The required form is available in Appendix C15.



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2.10 Risk Management and Insurance (RMI) Reporting

The following section applies only to GNWT schools. Schools in Yellowknife Education

District #1 (YK1) and Yellowknife Catholic Schools (YCS) divisions should consult with

their boards regarding their policies and procedures.

Risk Management & Insurance (RMI) is part of the Department of Finance, Government

of the Northwest Territories (GNWT) and is responsible for administering the GNWT’s

insurance, self-insurance and risk management programs. This includes the purchase

of insurance policies to cover property and liability risks.

Education bodies are required to report to RMI the loss and/or damage of school

property, including vandalism, and automobile accidents, as well as any incidents that

may result in a claim against the school, District Education Authority (DEA) or District

Education Council (DEC), Department of Education, Culture & Employment (ECE) or

the GNWT. As well, all student excursions must be reported. Information submitted to

RMI is protected under the Access to Information and Protection of Privacy (ATIPP).

Property inspections, including playground inspections by a qualified Playground

Inspector, and Loss Control services are also offered by Risk Management & Insurance.

The service is offered to all communities but has to be scheduled to coincide with other

travel, which usually occurs twice per year to the communities. In the case where there

is a serious concern with playground equipment or other property, RMI could do a

preliminary, emergency inspection by photograph. Inspections that occur outside of

scheduled travel are at the expense of the educational body making the request.

The Northwest Territories School Emergency Response Guidelines, available from the

Education Operations and Development division of ECE provides useful information for

school staff responding to a critical incident.



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2.10.1 General Reporting Guidelines

School principals or DEA/DEC staff are required to submit incident and information

reports to Risk Management & Insurance in a timely manner. DEAs/DECs may have

additional reporting requirements or protocol for reporting to RMI.

Information Reports

• Sponsored and Approved Student Excursion

• Content inventory

• Standard facility use agreement

• Driver’s abstract consent form

Incident reports

• Threat Incident Report

• Liability Incident Report

• Property Loss or Damage Report

• Vehicle Accident Report

• Student Injury Report

• Staff travel

In case of any accident, the following steps are to be followed:

1. Ensure the safety of those involved

2. Contact the school authority – District Education Authority/District Education

Council (DEA/DEC)

3. Contact Risk Management and Insurance (RMI)

4. Follow-up according to further direction from RMI

Timeliness of information gathering and accurate reporting is essential, once the initial

response to a critical incident is complete. Late reporting of any incident that is covered



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by an insurance policy can compromise coverage and may result in a denial of

coverage.

All fields on the reporting forms should be filled out, even if a field is filled in with “N/A”.

Most forms also require a narrative description of the incident. A copy of each

completed Risk Management & Insurance form should be maintained on file at the

school. One copy of each form must be provided to RMI. This is to be done by

emailing the scanned document(s) to [email protected].

Supporting documentation includes, but is not limited to:

• Expense receipts

• Record of labour hours

• Estimates

• Work orders

• Requisitions

• Invoices

• Proof of payment

In the event of a reported property loss or a liability incident, Risk Management &

Insurance will contact both the DEA/DEC and the principal for additional information. In

the case where Public Work & Services (PWS) has the information, provide the PWS

contact information so that RMI can obtain information from them.

Additional details are available in Appendix C1 – Loss or Claim Reporting: General

Information.

2.10.2 Insurance Forms

Sponsored and Approved Student Excursion

All school sanctioned excursions off of school property must be reported to Risk

Management before commencement of the trip using a School Excursions Form

(Appendix C2). Each excursion off school property has to be documented on a separate

student excursion form because class attendance, as well as teachers and volunteers,




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can change from day to day. The student excursion form provides details pertaining to

the excursion as well as identifying all participants and supervisors. Information on

excursions within a community are held at the school. Only excursions outside of the

community land space need to be submitted to RMI.

Where a volunteer is using a personal vehicle, snow machine, ATV or watercraft, the

owner must provide the school with a copy of his/her driver’s license and insurance. The

use of motorcycles is prohibited. If the owner of a snow machine or watercraft does not

carry personal liability insurance, contact RMI to arrange to arrange liability coverage on

that vehicle under the GNWT liability insurance policy. Only liability for injury to third

parties or damage to third party property will be covered. Damage to vehicles is not

covered.

All vehicle operators must be properly licensed in accordance with legal requirements

for the area of operation.

Contact RMI for details pertaining to travel out of the province and out of the country

well in advance of travel dates, in order to be properly advised on reporting and

documentation requirements.

Watercraft

Risk Management and Insurance will only cover the liability exposure for watercraft

under 12 metres in length. The length of the watercraft used must be noted on the

excursion form. If a watercraft is larger than 12 metres and the owner does not carry

insurance, contact RMI.

Private Aircraft

In charter contracts, the plane owner assumes all liability risk. Such contracts also

contain insurance clauses for the aircraft owner’s protection and the students’

protection.



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Risk Management and Insurance does not provide any insurance coverage for travel

that utilizes a private aircraft. If a private aircraft is used for student excursions, contact

RMI regarding documentation and special arrangements that are required.

Content Inventory

All schools are required to have an inventory of furnishings, equipment, computers and

teaching material. This inventory list should be updated yearly to document substantial

additions or deletions, and completely reviewed every 5 years. Inventory lists do not

need to be filed with Risk Management & Insurance, but will need to be available to

them after a loss has occurred. A copy of the school inventory list should be held at the

local school and another copy filed offsite with the school authority.

The inventory list may be most effectively completed by classroom. The inventory

content must include:

• identification of all items – including furniture, equipment (e.g. science

equipment and computers), books and other resources, and an estimate of

consumables

• physical location of all items – e.g. classroom number or name

• supplier of each item – if known

• date of purchase of each item - approximate

• original estimated cost of each item – if known for historical items, maintain

records for new items

• category of each item (furniture/equipment/consumables/resources)

Standard Facilities Use Agreement

The Ministerial Directive – Use of Educational Facilities governs the use of educational

facilities for non-educational programs. The Standard Facilities Use Agreement

(Appendix C3) provides a contractual agreement between the Government of the

Northwest Territories and third parties that utilize school facilities.



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The principal must complete the form and ensure that the user or a representative of the

user group signs the form. This form must be completed for each third party use of

school facilities. Although the form does not need to be submitted to Risk Management

& Insurance, the form must be retained by the school for at least one year.

If there are questions or concerns about third party use of school property, contact RMI.

Drivers’ Abstract Consent form

A Driver’s Abstract Consent Form (Appendix C4) is an authorization for Risk

Management & Insurance to access and view a driver’s abstract and will be required in

the event of an accident.

2.10.3 Critical Incident Reporting

Risk Management & Insurance will investigate, negotiate and settle all third party

claims. It is against government policy for anyone else to perform this function.

Schools staff and DEAs/DECs must make no representations, promises or payments to anyone who has a claim against them arising out of a vehicle accident and

should refer anyone making a claim to RMI.

Threat Incident Report

All serious and credible threats received against government premises, staff or activities

must be reported to Risk Management & Insurance (RMI) in addition to the RCMP.

The report should include:

• A brief summary of the incident

• The names of those involved

• The names of any witnesses, and

• The names of those who responded to the incident.

Submit the completed Threat Incident Report (Appendix C5) to [email protected].




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Liability Incident Report

A Liability Incident Report (Appendix C6) must be completed and submitted to Risk

Management and Insurance (RMI) for all incidents occurring in or on government

premises or involving any government activity which results in bodily injury or damage

to property of others. Where the severity of an incident is not apparent, RMI

recommends erring on the side of caution, and submitting a report. This documentation

may become significant in the case of a lawsuit.

If an incident appears serious, or if a severe injury has occurred, report the incident

immediately to Risk Management & Insurance.

Property Loss or Damage Report

Criminal acts need to be reported to the RCMP immediately and a Property Loss or

Damage Report (Appendix C7) needs to be submitted to Risk Management & Insurance

as soon as possible after the incident. If the estimated amount of the loss or damage

exceeds $100,000 the incident must be reported immediately by phone to RMI.

Provide RMI with the:

• RCMP file number

• investigating officer’s name

• name and contact information of Public Works and Services staff or school

staff overseeing repairs

Following the incident, keep track of all replacement and/or repair costs resulting from

the occurrence, as RMI collects documentation repair and/or replacement cost for all

incidents of property loss or damage that are reported.

This form does not apply to motor vehicle accidents.



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Vehicle Accident Report

An accident with any vehicle, including cabs, that involves a student must be reported.

In accidents involving privately owned vehicles, the vehicle owner’s insurance coverage

will be applied. For government owned vehicles, fully complete the Vehicle Accident

Report Form (Appendix C8). In the event of an injury and/or third party damage in

excess of $1000, report the incident immediately to Risk Management & Insurance.

The accident report must include:

• driver's and witness's statements;

• estimates of damage to Government vehicles;

• photographs of damage, wherever possible;

• where applicable, a copy of the rental/lease agreement and the company’s

accident report; and

• third Party name, contact information and insurance policy information.

It is important that accurate records be kept of all costs and expenses related to the

accident. RMI will require:

• the repair invoice(s);

• purchase order(s) for parts if applicable; and

• work order(s) if repaired in house.

Student Injury Report

It is a good practice to document all student injuries; however, Risk Management &

Insurance only mandates educational bodies to report and submit to them all student

injuries that require medical or dental attention.

School principals must complete a Student Accident Claim Form (Appendix C9). Do not use any other form to report a student injury to RMI.



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Injuries to other individuals

Staff injuries should be reported within Worker Safety and Compensation Commission

guidelines. See Workers’ Compensation General Regulations (available in section 11

documents on the accompanying CD). Submit the Employer’s Report of Injury

(Appendix C10) and the Worker’s Report of Injury (Appendix C11) as required.

For injuries involving others at the school, contact Risk Management and Insurance

(RMI) at [email protected] for further information.

Staff Travel

The Government of the Northwest Territories (GNWT) provides accidental death and

injury insurance coverage for employees on duty travel. Employees are automatically

covered if the travel is approved and documented as duty travel in accordance with

Human Resources procedure. For details, refer to the Human Resource Manual – 1104

– Employee Travel Accident (available online at

http://www.hr.gov.nt.ca/policy/hrm/1100%20-%20Insurances/1104/default.htm). A travel

authorization must be completed for each GNWT employee prior to duty travel outside

of the community. Travel authorization documentation should be retained by either the

school or the DEC/DEA, but does not need to be submitted to Risk Management &

Insurance unless there has been an injury to the traveller or an incident that otherwise

activates the policy. Schools must pass this information to the DEA/DEC, who must complete the Education Council Renewal Information for Chartis Insurance Form

(Appendix C13).

2.10.4 Request for Exemption from Insurance Requirements

All contractors and service providers for the GNWT, including those involved in

contribution agreements and contractors hired by DEAs/DECs, are required to have

General Liability Insurance. This includes coverage for harm to third parties or their

property.



http://www.hr.gov.nt.ca/policy/hrm/1100%20-%20Insurances/1104/default.htm


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Under a circumstance where it would not be reasonable to expect a contractor to

provide personal liability insurance, Risk Management & Insurance can waive the

requirement. For example, contracting a local harvester to work with a school culture

camp may be considered for exemption. For an exemption, complete the Request for

Exemption from Insurance Requirements (Appendix C14), and submit it and the

contract document to RMI for approval.

2.10.5 Risk Management & Insurance Contact Information

Risk Management & Insurance

Department of Finance

Government of the Northwest Territories

PO Box 1320

Yellowknife, NT

X1A 2L9

Phone: 1 867 920 3420

Fax: 1 867 873 0325

Email: [email protected]


Section 3 – Supporting Student Success

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Contents

3.1 Inclusive Schooling ................................................................................................ 1

3.1.1 Student Support Plan (SSP) 2

3.1.2 Consultation with Parents/Guardians 3

3.1.3 Individual Education Plan (IEP) – Planning and Reporting 3

3.2 School-based Strategies ........................................................................................ 8

3.2.1 Timetabling 9

3.2.2 Modularization of Courses 10

3.3 Distance Learning ................................................................................................ 11

3.3.1 Implementation 12

3.3.2 Registration and Marks 13

3.3.3 Reimbursement 13

3.3.4 On-line Learning 14

3.4 Career and Technology Studies (CTS) Support for Required Grade 12 Level Credits ................................................................................................................. 14

3.5 Knowledge and Employability Courses ................................................................ 17

3.6 Parenting – Child Care Programs ........................................................................ 18

3.7 Schools North Apprenticeship Program (SNAP) .................................................. 19

3.7.1 Process for Enrolling 19

3.7.2 SNAP Manual and Forms 20

3.7.3 Resources 20


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Classrooms in the NWT are becoming increasingly diverse. Providing

appropriate programming and meeting these diverse needs is a challenge for all

teachers. However, a range of programs, strategies, and approaches is available, from

the use of technology for distance education to the more formalised procedures

required for the development of a Student Support Plan (SSP) and an Individual

Education Plan (IEP).

3.1 Inclusive Schooling

All students in the NWT must follow one of the following three programs:

Regular Education Program:

A Regular Education Program is determined by the learning outcomes articulated in

NWT curricula for a specific grade level and or courses, from kindergarten to grade

12. Programs with accommodations for difficulties or enrichment must be

documented in a Student Support Plan (SSP).

Modified Education Program: (not applicable at the senior high level)

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 necessary program changes, in a Student Support Plan.

The guidelines for the development and delivery of a modified program do not apply at the senior secondary level. If students are unable to meet the expectations of existing senior secondary (grades 10 to 12) courses, they should be on an IEP.

Individual Education Program

An Individual Education Plan (IEP) is a student-specific program and is outlined in

an Individual Education Plan. The plan is a comprehensive education plan with



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annual student outcomes and objectives 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 the NWT curricula.

Students following any of these programs may have a range of accommodations /

adaptations to help them meet the learning outcomes of their program.

Accommodations / adaptations do not alter the learning outcomes of the program, but

they help students achieve those outcomes by taking into account individual strengths

and challenges.

3.1.1 Student Support Plan (SSP)

The Student Support Plan is a one or two page document used to communicate and

keep record of accommodations required by a student in order to meet the learning

outcomes of a particular course. For Senior Secondary students this plan identifies the

area where support is required (such as motivation, focusing, or written skills), as well

as the specific strategies required to assist the student. If a student requires enrichment

strategies, they too would be documented using an SSP. The SSP process states that

the plan will be reviewed and revised, as necessary, at all school reporting times.

A current SSP may be used as supportive documentation for students requiring accommodations during Alberta Departmental Examinations. The SSP demonstrates that the student received accommodations throughout the course. (See section 8.6 – Diploma Examination Accommodations)

See Appendix A5 for examples of a senior high school Student Support Plan .

For complete information regarding the Student Support Plan, refer to Programming for

Students Success, revised June 2008, or speak to the Student Support Consultant in

your Board.



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3.1.2 Consultation with Parents/Guardians

“A parent of a student is entitled and has the responsibility to be informed of the

progress, behaviour and attendance of the student and to be involved in making

decisions that significantly affect the education, health or safety of the student”

Education Act 25(1)

Therefore, education bodies are required to:

Ensure parents have the opportunity for meaningful involvement in planning, problem

solving and decision-making related to a student’s education program and necessary

supports. (1) This means that education staff must assist parents in understanding the

information needed to make informed decisions regarding their child’s education

program.

Parents must clearly understand the purpose and final outcome of the student’s IEP.

The IEP must be signed by a parent or Guardian.

Parents and students must be advised that a school leaving certificate does not equal

an NWT Graduation Diploma.

3.1.3 Individual Education Plan (IEP) – Planning and Reporting

The purpose of an IEP is to document strategies required for the student to be

successful. One role of the principal in the IEP process is to ensure that parental

approval is given, by signature, for implementation of the IEP.

Refer to Programming for Student Success for more detailed information on the IEP process:

Section I: Developing IEPs for Elementary School Students Section ll: Developing IEPs for Senior Secondary Students

Direct additional inquiries to the Student Support Consultant in your Board.



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A senior secondary student with an IEP may be described by one of three possible

scenarios:

• The student is working towards an NWT Graduation Diploma by taking regular

courses and earning regular credits. (A student who is blind or has a physical

disability)

• The student is working towards learning outcomes (identified in the template

as annual student outcomes) that are unique to him/her and not reflective of

any NWT courses. Credits earned by meeting these outcomes count towards

a school leaving certificate. (i.e. a student with multiple handicaps, including

significant cognitive delay)

• A combination of 1 and 2 above: the student is taking some regular courses

and earning “regular credits”; the student is also working on some

individualized annual student outcomes and earning “IEP credits.”

IEP credits can be earned in any subject area. The IEP team will determine the credits

to be granted for the achievement of IEP learning outcomes and recording these

credits.

In the following example, meeting the identified student outcomes might be worth 3

math credits to one student, but five to another.

Example:

A grade 11 student with an IEP may be working on money skills – identifying

different denominations, counting money, tendering an appropriate amount of money

for a given purchase, checking for correct change, and so on. Although each twenty-

five hours of learning experience, including classroom and real application, typically

represents one credit, school teams must consider the individual student’s level of

performance when setting objectives and goals. The awarding of credits must be

related to the successful completion of the outcomes as defined in the IEP. These

credits are reported to Student Records as Math Grade 11 – IEP, and the course

type is “I”.



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IEP credits for senior high are entered through PowerSchool as are all high school

credits. There are only two methods of reporting credits to ECE:

• when a student is working towards the learning outcomes of approved NWT courses – courses are reported to ECE the same way as they are for

any other students. when a student’s IEP’s annual student outcomes are not selected from

any approved NWT course. - The IEP team decides how many credits the

goals and objectives of the IEP are worth, and in what “subject areas.” Credits

are reported using the IEP course codes from the following chart.

“Course” Code “Course” Name IEP1149 English Grade 10 – IEP

IEP2149 English Grade 11 – IEP

IEP3149 English Grade 12 – IEP

IEP 1148 Français Grade 10 – IEP



IEP1169 Social Studies Grade 10 – IEP



SST1193 Northern Studies Grade 10 – IEP

IEP1219 Mathematics Grade 10 - IEP



IEP1299 Science Grade 10 – IEP



FNA1400 Art Grade 10 – IEP

FNA2400 Art Grade 11 – IEP



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“Course” Code “Course” Name FNA3400 Art Grade 12 – IEP

PED0770 Career & Life Mgmt Grade 11 – IEP

PED0769 CPP – IEP

PED1445 PE Grade 10 – IEP

PED2445 PE Grade 11 – IEP

PED3445 PE Grade 12 – IEP Student Records must be informed of students who are on IEPs when marks are submitted at the end of the semester and/or year.

• When fewer than the full credits are reported in a course, a Course Correction

Form (Appendix B3) MUST be submitted when additional credits are reported.

Example:

A student completed 3 credits in Math 10IEP in 2010/11. In 2011/12 he completes 2

credits in Math 10-IEP. The course correction form MUST list BOTH times that the

course was taken to ensure the credits are added together. The validation statement

will list the total number of credits under the first time that the course was taken.

Ensure that the form has been signed and dated before submitting



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The validation statement for students on IEPs will have an “I” in the “Course Type” column and the following statement in the “Graduation Status” box:

Has not met the graduation requirements. IEP does not meet curricular objectives of a regular Senior Secondary Program.

The transcript for students on IEPs who receive a “school leaving certificate” will also

have this note.



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3.2 School-based Strategies

Students do not learn in the same way or at the same rate. Staffs are encouraged to

consider alternative methods/strategies in delivering programs. Curricular outcomes

must always be met; although, the manner in which they are met will vary from one

school to another, depending on the needs of students. Priority should be given to

offering programming which enables students to achieve their personal and career

related goals (entering post-secondary institutions, post-secondary training or seeking

employment) and realize their potential by:

• following individualized Career and Program Plans;

• enrolling in courses best suited to their current needs and future plans,

including post-secondary prerequisites;

• earning about 35 - 40 credits per year;

• having the opportunity to take some preferred electives;

Options to consider may include, but are not limited to, the following:

Differentiated instruction

• use a variety of technology tools

• provide choice in assignments

• use graphic organizers

• provide alternate timing and pacing

• provide multiple resource formats and levels

• scaffold instruction

• provide opportunities for active learning

Assessment

• employ a variety of formative and summative assessment strategies

• conduct varied and frequent assessments

• provide accommodations based on multiple intelligences and learning styles

• ensure assessment is linked to outcomes



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Collaboration

• offer extra tutoring;

• connect student program to Career and Program Plan

• consult with colleagues regarding effective strategies

• provide homework assistance;

• incorporate cooperative learning

• work as a school-based team

• draw from the expertise of previously established school teams

Technology

• devices such tablets

• software such as Kurzweil and Read, Write, Gold

• sound field amplification systems such as FM systems

• online communities such as Writers in Electronic Residence

3.2.1 Timetabling

Schools may choose to:

• offer a course for more than the minimum time required;

• offer a course over two semesters;

• combine/integrate courses as appropriate, e.g., English Language Arts and

Social Studies into a Humanities program

• offer more than one course concurrently (bridging); e.g. English 10-2 and

Literacy 10;

• offer some courses which have variable credit value, e.g. physical education

3,4, 5 credits;,

• implement block scheduling;

• offer modularized courses;

• alternate courses in sequential semesters;



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• use approved distance education, including on-line courses, to supplement the

school program;

• schedule tutorial classes.

• organize specialty camps with appropriate learning outcomes;

• design multi-year timetables for the school to assist in accommodating

specialty courses.

Administrative practices that depart from Departmental guidelines must be reviewed and approved in writing by the Superintendent of the District Education Authority/Divisional Education Council prior to implementation.

3.2.2 Modularization of Courses

Organizing and offering a course in modules allows students who have had their

learning interrupted, or who require additional time, to complete a course over an

extended period of time. This allows students to reflect and focus on the skills,

knowledge, and attitudes required to fulfil the learning outcomes rather than repeating

what has already been covered.

When modularizing a course, consideration should be given to:

• recognizing the strengths and learning style of the student;

• maintaining record keeping procedures within and between semesters;

• ensuring that skill outcomes are addressed throughout all modules;

• maintaining consistent standards of achievement over time.

Most courses lend themselves readily to division based on content, but it is essential

that skills and attitudinal outcomes also be accounted for throughout all modules. The

integrity of all curricular expectations must be maintained when a course is broken into

modules.



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The following guidelines must be applied when modularizing a course:

1. The Principal must approve any modularization of a course. Modularized

delivery shall commence only after approval is granted.

2. Divisional Education Councils/District Education Authorities offering a

modularized course will develop and implement written policy, guidelines and

procedures for the modularization and monitoring of a course.

3. Schools must maintain a record of student achievement through each module

to completion of the course. The final course mark can only be submitted to

Student Records upon completion of the entire course.

4. The intent of the Education Act and current directives, must be followed to

integrity of the entire course when modularized.

3.3 Distance Learning

Alternative methods of course delivery are often required to meet the individual needs of

students. In NWT schools, distance learning can be used to provide access to courses

or programs which:

• cannot be offered locally because of a lack of teacher expertise or sufficient

student numbers;

• do not fit into a student’s timetable in a standard school day;

• enhance or enrich regular classroom instruction;

• can be accessed as a part of a home-schooling program or by students with

prolonged illnesses or disability.

Distance Learning may be print-based, electronic, or online. It can significantly enhance

the course offerings of small senior secondary schools in which a teacher will typically

handle multiple courses for students at many levels. It is appropriate for accessing

advanced level or specialized courses for students who couldn’t otherwise have access



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to them, and provides students with access to teachers who are subject matter experts.

Online Learning has also added flexibility of course delivery with ability for high schools

to offer a broad range of courses to small numbers of students when teaching staff is

not available.

3.3.1 Implementation

School organizational factors that contribute to successful use of distance learning for

students include:

• a dedicated distance learning facilitator

• scheduled distance learning time in student timetables

• a plan for students to complete courses in a timely manner

• access to additional relevant resources

The distance learning facilitator need not be a subject specialist. Responsibilities

include such things as general encouragement, helping to create a work plan with

deadlines, ensuring timelines are met, and facilitating contact with the remote instructor

for help when needed.

Staff are encouraged to have students who are considering distance learning courses to

reflect on their:

• motivation and commitment

• levels of support required

• organizational skills

• level of proficiency with computers

• attendance patterns

• prerequisite content and skill levels

• independent work habits

Alberta Distance Learning Centre (ADLC) provides a brief (approximately 45 minutes)

orientation for students on the use of the Desire-to-Learn (D2L) platform used to deliver



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on-line courses. It is highly recommended that students take this session before starting

their first course. Assignments for print courses may now be scanned and sent

electronically. ALDC also offers a short course on this process.

3.3.2 Registration and Marks

Students must be registered in distance learning courses through their school. This

includes students who are being home-schooled.

The school must inform Student records of any students who have completed distances

learning courses.

Note: Schools are provided with an ADLC username and password for students

registered ADLC courses, allowing schools and parents to monitor student

progress.

Students taking a distance learning course for which there is a diploma examination

must complete the course before the required deadline and write the applicable diploma

examination as scheduled to receive credit.

3.3.3 Reimbursement

As of the 2009-10 school year, schools are funded through their DEA/DEC and

responsible for the cost of course registration and materials.

Schools may also choose to purchase print versions of courses from the Alberta

Distance Learning Centre at their own cost for teachers to use as resources to enrich

their classroom activities.



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3.3.4 On-line Learning

Approved online Learning Courses are available from both the Alberta Distance

Learning Centre (ADLC) and the Sunchild E-Learning Community.

A complete and current list of online learning courses is available at the Alberta

Distance Learning Centre (ALDC) website at: http://www.adlc.ca/. These lists also

identify whether courses are available in print or online delivery, or both.

Alberta Distance Learning Centre - Main Office 4601 - 63 Avenue (Box 4000) Barrhead, Alberta T7N 1P4 CANADA Phone: 780-674-5333 Toll-free: 1-866-774-5333 Fax: 780-674-7593


A list of courses offered through the Sunchild E-Learning Community is available at

http://www.sccyber.net/courses-offered.html.

They may be contacted via email at email: [email protected] .

3.4 Career and Technology Studies (CTS) Support for Required Grade 12 Level Credits

CTS courses of one credit each may be used to satisfy the requirement of ten credits of

additional 30 level (grade 12) credits in areas of interest to students.


http://www.adlc.ca/



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The following CTS advanced level (3000) courses have no prerequisites:

Health, Recreation, and Human Services (HRH) Cluster

Occupational Area Course Name and Number

Community Care Services CCS3050: Supporting Positive Behaviour CCS3060: Supporting Persons with Disabilities CCS3110: Early Learning and Child Care 1

Health Care Services HCS3000: Workplace Safety Systems HCS3040: Child Care First Aid HCS3060: Pregnancy, Birth, & Infant Care HCS3150: Advances in Medical Technology

Human & Social Services HSS3050: Becoming a Mentee HSS3090: Governance & Leadership

Legal Studies LGS3010: Property Law LGS3020: Dispute Resolution LGS3040: Negligence LGS3050: Small Business Law LGS3060: Controversy & Change LGS3070: Landmark Decisions LGS3080: Criminal Law

Recreation REC3130: Officiating REC3140: Sport & Society

Tourism TOU3060: Destination Management

Media, Design, & Communication Arts (MDC) Cluster


Design DES3165: Presentation DES3170: Future of Design

Fashion Studies FAS3070: Creators of Fashion FAS3120: Wearable Art FAS3140: Fashion Retailing



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Business, Administration, Finance, & Information Technology (BIT) Cluster


Financial Management FIN3050: Small Business Taxation FIN3080: Personal Investment Planning 1

Information Processing INF3010: Hardware & Software Analysis INF3080: Project Management Tools

Enterprise and Innovation ENT3010: Managing the Venture ENT3020: Expanding the Venture

Management and Marketing

MAM3010: The Business Organization MAM3020: Business in the Canadian Economy MAM3030: Business in the Global Marketplace MAM3040: Promotion: Sales techniques MAM3050: Distributing Goods & Services MAM3060: Setting Up a Retail Store MAM3100: Promotion: Broadcast Advertising MAM3130: Agriculture Marketing MAM3140: Energy & Resources Market Basics &

Trends MAM3150: The Forest Marketplace

Networking NET3100: Network Media & Devices, Security

Natural Resources


Agriculture AGR3000: Agriculture Safety AGR3100: Biotechnology

Environmental Stewardship ENS3040: Energy & the Environment ENS3050: Environmental Politics

Forestry FOR3010: Issues & Trends in Forestry FOR3080: Forest Research & Development FOR3110: Silviculture

Wildlife WLD3020: Wildlife Protection & Stewardship WLD3040: Wildlife Management Research Study WLD3050: Wildlife Management Principles



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Trades. Manufacturing, & Transportation


Electro Technologies ELT3110: Amplifiers ELT3140: Motors ELT3205: Expert Systems

Mechanics MEC3010: Buying & Selling Vehicles

3.5 Knowledge and Employability Courses

Knowledge and Employability (K&E) courses can only be offered in special

circumstances to students who are not experiencing success within existing academic

courses. This would be documented in the students’ previously existing Student Support

Plan (SSP) or Individual Education Plan (IEP).

K & E courses do not satisfy the requirements for an NWT High School Diploma.

Although they may contribute to elective credits, they do not satisfy the subject specific

requirements. Therefore, enrollment in these courses will only be granted when each

student and their parent/guardian are made aware of the limitations for graduation. This

information must be contained in a letter, signed by the parent/guardian, the student

and the School Principal. This letter must be submitted to the Department and a copy

maintained in the Student Support File.

If all documented need and informed consent requirements have been met, the

following K&E courses will be recognized by ECE:

Math 10-4 Social Studies 10-4 Science 10-4

Math 20-4 Social Studies 20-4 Science 20-4

The NWT courses Literacy 10, 20, and 30 should be used for students for whom ELA 10-2, 20-2, and 30-2 are not suitable, not the ELA-4 series of courses.



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3.6 Parenting – Child Care Programs

Several Senior Secondary Schools are now offering or are developing programs to

assist young parents in the continuation of their education. There are currently Early

Learning and Child Care Course available under the Community Care Services

occupational group in the Health, Recreation, and Human Resources cluster of Career

and Technology Studies.

Assistance is available to schools/communities wishing to develop early childhood

programs.

Contact Information

Dehcho Regional ECE Office Early Childhood Program Phone: (867) 695-7329 Fax: (867) 695-7351 Inuvik Regional ECE Office Early Childhood Program Phone: (867) 777-7436 Fax: (867) 777-7218 North Slave Regional ECE Office Early Childhood Program Phone: (867) 766-5114 or (867) 766-5107 Fax: (867) 873-0423 South Slave Regional ECE Office Early Childhood Program Phone: (867) 872-7434 Fax: (867) 872-4507

For information on NWT post-secondary courses in Early Childhood Education contact:

Aurora College Phone: (867) 872-7500 or (867) 872-7519



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For information on financial assistance with childcare fees, contact:

North Slave Region – NWT/Canada Service Centre Phone: (867) 766-5100

Inuvik Region ECE Office Phone: (867) 777-7365

Sahtu Region ECE Office Phone: (867) 587-2036

Fort Smith Region ECE Office Phone: (867) 872-7217

3.7 Schools North Apprenticeship Program (SNAP)

The Schools North Apprenticeship Program (SNAP) is an opportunity for high school

students in the NWT to earn credits and pursue a career in the trades. Students gain

valuable practical experience on an employer’s worksite while continuing their high

school education and preparing for post-secondary studies.

SNAP provides students with the essential skills and work place experiences either, on

a part-time or full time basis. SNAP students can accrue time for credits both during the

school year and through summer and weekend employment.

SNAP is designed to meet the following objectives:

• Provide new opportunities to facilitate the school to work transition for

secondary school students;

• Explore career options

• Enhance understanding and motivate the student for academic studies and

life-long learning

• Build a skilled workforce.

3.7.1 Process for Enrolling

SNAP is administered through the Advanced Education division of ECE and students

must apply to the program to be a recognized SNAP student. ECE has developed a

SNAP handbook which outlines in detail the protocols and procedures for the students,



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school and employer. In general terms the student, working with the school and

employer, will:

• Make an initial selection of which trade they would be interested in.

• Contact the Regional Career Development Officer who works with the school

and student to identify potential employers.

• Establish and initiate interviews with employers to attain an apprentice position

• Register the student in the SNAP program

• Explore and establish both long and short term scheduling to meet the needs

of both the student and employer.

• Sign the apprenticeship contract in accordance with the SNAP protocols as

detailed in the NWT Apprenticeship Schools North Apprenticeship Program

pamphlet.

Students enrolled in the SNAP program are not required to write the Trades Entrance Examination or to take technical training while they are enrolled in high school.

3.7.2 SNAP Manual and Forms

These are currently being revised. The regional Career Development Officer will provide

the current manual and forms.

See section 11.2.5 for contact information for Career Development Officers.

3.7.3 Resources

Canadian Apprenticeship Forum – Apprenticeship 101 http://caf-fca.org/index.php?page=apprenticeship-101&hl=en_CA

Jobsnorth – Career resources – Apprenticeship http://www.jobsnorth.ca/career_app.asp?sec=career_app&mainsec=career

Red Seal – The Interprovincial Standards Red Seal Program

http://www.red-seal.ca/[email protected]?lang=eng


http://caf-fca.org/index.php?page=apprenticeship-101&hl=en_CA

http://www.jobsnorth.ca/career_app.asp?sec=career_app&mainsec=career

http://www.red-seal.ca/[email protected]?lang=eng

Section 4 – Elementary and Junior High Course and Program Information

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Contents 4.1 Program Information .............................................................................................. 1

4.1.1 Approved Curriculum for Kindergarten to Grade 9 .......................................... 1 4.1.2 Arts Education................................................................................................. 5 4.1.3 Career and Technology Studies in Grades 5 to 9 ........................................... 6 4.1.4 Kindergarten ................................................................................................... 6 4.1.5 Literacy with Information and Communication Technology ............................. 8 4.1.6 Senior High Credits for Junior High Students ................................................. 9

4.2 Course Codes ..................................................................................................... 11 4.2.1 Aboriginal Languages and Culture ................................................................ 11 4.2.2 Arts Education............................................................................................... 13 4.2.3 English Language Arts .................................................................................. 15 4.2.4 Espagnol ....................................................................................................... 16 4.2.5 French Language Arts .................................................................................. 16 4.2.6 Health, Wellness and Personal Development ............................................... 17 4.2.7 Literacy with Information and Communications Technology (LWICT)........... 18 4.2.8 Mathematics ................................................................................................. 18 4.2.9 Other ............................................................................................................. 19 4.2.10 Science ......................................................................................................... 20 4.2.11 Social Studies ............................................................................................... 20 4.2.12 Special Purpose Periods ............................................................................... 21

4.3 French Immersion Program Course Codes ......................................................... 22 4.3.1 Aboriginal Culture ......................................................................................... 22 4.3.2 Arts Education............................................................................................... 22 4.3.3 French Language Arts .................................................................................. 23 4.3.4 Health, Wellness and Personal Development ............................................... 23 4.3.5 Mathematics ................................................................................................. 24 4.3.6 Other ............................................................................................................. 25 4.3.7 Science ......................................................................................................... 25 4.3.8 Social Studies ............................................................................................... 26

4.4 French First Language Course Codes................................................................. 26 4.4.1 Éducation Artistique ...................................................................................... 26 4.4.2 English Language Arts .................................................................................. 28 4.4.3 Français ........................................................................................................ 29 4.4.4 Mathématiques ............................................................................................. 29 4.4.5 Other ............................................................................................................. 29 4.4.6 Santé et Éducation Physique ........................................................................ 30 4.4.7 Science Humaines ........................................................................................ 30 4.4.8 Sciences ....................................................................................................... 31 4.4.9 Technologies de l’information et des communications .................................. 31

4.5 Kindergarten Course Codes ................................................................................ 32


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Elementary and Junior High programs vary between schools. This section contains

information to assist with program planning and scheduling.

4.1 Program Information

4.1.1 Approved Curriculum for Kindergarten to Grade 9

The curriculum document for Kindergarten in the NWT is the Integrated Kindergarten

Curriculum: A Holistic Approach to Children’s Early Learning, available at

http://www.ece.gov.nt.ca/files/Early-

Childhood/Integrated%20Kindergarten%20Curriculum.pdf. The curriculum is organized

around the Kindergarten Key Competencies and integrates learning outcomes from the

various subject area curricula in the chart on the following pages.


http://www.ece.gov.nt.ca/files/Early-Childhood/Integrated%20Kindergarten%20Curriculum.pdf

http://www.ece.gov.nt.ca/files/Early-Childhood/Integrated%20Kindergarten%20Curriculum.pdf


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K 1 2 3 4 5 6 7 8 9

Aboriginal Languages and Culture

Dene Kede: K-6 – 1993, 7 – 2002, 8 – 2003, 9 – 2004

Inuuqatigiit 1996

http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/aboriginal-languages#inuuqatigiit

Arts Education Saskatchewan Arts Education 2011

Saskatchewan Arts Education 2009

http://www.education.gov.sk.ca/arts-ed-curricula Career Development

NWT Blueprint For Life/Work Designs – Competencies by Area and Level http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-

services/curriculum-k-12/career-development

English Language Arts

NWT English Language Arts

http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-

services/curriculum-k-12/english-language-arts/ela-k-6

NWT English Language Arts

http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-

12/english-language-arts/ela-7-9

Français Alberta Éducation Programme d’Étude de Français Langue Première M-6 – 1999, 7-12 – 2000

http://www.education.alberta.ca/media/639376/programme.pdf

French Immersion, French Lang. Arts

Alberta Éducation Programme d’Étude de Français Langue Seconde – Immersion M-6 – 1999, 7-12 – 2000

http://www.education.alberta.ca/media/643813/program_imm.pdf


http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/aboriginal-languages%23inuuqatigiit


http://www.education.gov.sk.ca/arts-ed-curricula

http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/career-development

http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/career-development

http://www.education.alberta.ca/media/639376/programme.pdf

http://www.education.alberta.ca/media/643813/program_imm.pdf


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K 1 2 3 4 5 6 7 8 9

French Second Language

NWT French as a Second Language 1994

http://www.ece.gov.nt.ca/files/K-12/Curriculum/french/french_as_a_second_language_-_en.pdf

en français http://www.ece.gov.nt.ca/files/K-12/Curriculum/french/french_as_a_second_language_-_fr.pdf

Health K-9 NWT School Health Program 1991

http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/health/k-9-nwt-school-health

Literacy with ICT

Literacy with ICT Across the Curriculum

http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/literacy-information-and

Mathematics Alberta Education K-9 Mathematics 2007

http://education.alberta.ca/media/645594/kto9math.pdf

with Achievement Indicators 2007

http://education.alberta.ca/media/645598/kto9math_ind.pdf

Physical Education

Alberta Education Physical Education K-12 2000

http://education.alberta.ca/media/450871/phys2000.pdf

Science NWT K-6 Science and Technology 2004

http://www.ece.gov.nt.ca/files/Early

Alberta Science 7-9 2003/2009

http://education.alberta.ca/media/654829/sci7to9.




http://www.ece.gov.nt.ca/files/K-12/Curriculum/french/french_as_a_second_language_-_fr.pdf

http://www.ece.gov.nt.ca/files/K-12/Curriculum/french/french_as_a_second_language_-_fr.pdf





http://education.alberta.ca/media/645594/kto9math.pdf

http://education.alberta.ca/media/645598/kto9math_ind.pdf

http://education.alberta.ca/media/450871/phys2000.pdf

http://www.ece.gov.nt.ca/files/Early

http://education.alberta.ca/media/654829/sci7to9.pdf


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K 1 2 3 4 5 6 7 8 9

-Childhood/K-6%20Science%20% 26%20Technology%20Curriculum

FINAL%20.pdf

pdf

Social Studies NWT K – 9 Social Studies

http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/social-studies-and-northern


http://www.ece.gov.nt.ca/files/Early-Childhood/K-6%20Science%20%26%20Technology%20CurriculumFINAL%20.pdf

http://education.alberta.ca/media/654829/sci7to9.pdf




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4.1.2 Arts Education

For grades 1 to 9, NWT schools follow the Saskatchewan Arts Education curricula.

These have been supplied to all schools and boards in print form, and are available

online through links at http://www.curriculum.gov.sk.ca/# under the Arts Education tab.

Throughout the curriculum, teachers should substitute NWT for references to

Saskatchewan.

Arts education is organized into three goals:

Cultural/Historical – Students will investigate the content and aesthetics of the

arts within cultural, historical, and contemporary contexts and understand

the connection between the arts and human experience.

Critical/Responsive – Students will respond to artistic expressions of NWT,

Canadian, and International artists using critical thinking, research,

creativity, and collaborative inquiry.

Creative/Productive – Students will inquire, create, and communicate through

dance, drama, music, and visual art.

The four strands (visual art, drama, music, and dance) each have distinct outcomes in

the creative/productive goal, but are integrated in the cultural/historical and

critical/responsive goals.

Each grade level has a distinct conceptual focus:

Grade 1 Patterns Grade 2 Community Grade 3 Environment Grade 4 NWT voices Grade 5 Pop culture Grade 6 Identity Grade 7 Place Grade 8 Social Issues Grade 9 Taking Action


http://www.curriculum.gov.sk.ca/


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4.1.3 Career and Technology Studies in Grades 5 to 9

Career and Technology Studies provide students opportunities to develop skills through

career related course choices. At the senior high level, these courses are organized

according to Human Resources and Skills development Canada’s National

Occupational Classification. Alberta Education has been developing Career and

Technology Foundations (CTF), a project-based, hands-on, optional curriculum for

grades 5 to 9, to be implemented in September 2014.

The CTF program focuses on 21st century competencies, cross-curricular connections

and strengthened transitions to the CTS program through connections with essential

skills common to all 28 Career & Technology Studies occupational areas. It is structured

as a levelled, as opposed to a graded, curriculum to support personalized learning.

CTF courses do not contribute towards high school credit accumulation.

4.1.4 Kindergarten

The integrated Kindergarten Curriculum is framed through children’s needs for/senses

of “Being”, “Belonging”, “Becoming” and “Autonomy”. Twelve Kindergarten Key

Competencies (KKC) were identified as significant to NWT children’s development and

readiness for success in school. The KKCs guide curriculum decision making for

integrating subject area curricula into a child-centered program.



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Kindergarten Key Competency

1 Sense of Identity: Has a positive sense of identity

2 Relationships with Land: Takes care of the environment/Land/North

3 Relationships with others: Feels connected to others

4 Conversations: Participates in reciprocal conversations

5 Play & Inquiry: Explores the world through inquiry and play

6 Self- Regulation: Self-regulates socially, emotionally and cognitively

7 Creativity: Expresses self creatively in a variety of ways

8 Citizenship: Contributes to community(ies) as engaged citizen

9 Diversity: Recognizes and embraces diversity

10 Healthy Lifestyle: Makes healthy lifestyle choices

11 Emergent Literacy: Uses literacy capacities to explore the world

12 Thinking Mathematically: Uses mathematical literacy capacities to explore the

world

4.1.5 Literacy with Information and Communication Technology

Literacy with ICT (LwICT) is defined as “learning about and choosing ICT to critically,

creatively, and ethically use, produce, and communicate meaning.” Technology is best

infused into critical, creative, and ethical processes of inquiry across the K to 12

curriculum. LwICT demonstrates how to use technology to support classical skills of

using, creating, and sharing knowledge. LwICT calls for students to critically consider

the power of technology and its social impacts--especially social media tools with

respect to safety, respect, and privacy.

For additional information, refer to Section 1.5.2.



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4.1.6 Senior High Credits for Junior High Students

Senior high credits for junior high school students need to be entered in the year in

which they are earned. This includes the Career and Program Plan that must be

completed by the end of grade 9.

1. The following outlines the requirements for junior secondary school students (grades

7,8,9) who wish to take senior secondary school courses while still in junior

secondary.

• When junior secondary students complete credit courses/CTS modules, their

marks can be submitted to Student Records in the same manner as marks are

submitted for senior secondary students. It is not necessary for the school to

“keep track of these credits” and submit them only when the student enters grade

10.

• Secondary education programs recognize and accommodate the wide range of

developmental needs, abilities and differences that exist among students.

• Outside of CTS, the opportunity to take senior secondary courses for diploma

credits during a junior secondary schools regular instructional day, may be

offered as a privilege to an eligible student, as identified by the principal of a

junior secondary school.

• An eligible student is one who, in the opinion of the junior secondary school

principal, has satisfied the general and specific learner expectations of each

course of the junior secondary school program to the extent of his or her

estimated potential, and who shows special interest and signs of high potential in

subject areas that are part of a senior secondary graduation program.



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• A student may be offered an opportunity to take one or more senior secondary

courses at either the junior secondary school or to attend a senior secondary

school part-time.

• The privilege to enrol in a senior secondary school course(s) will be at the

discretion of both the junior secondary and high school principals, and a decision

to extend this privilege to a student will follow appropriate consultation with and

approval of a parent or guardian.

• The opportunity to provide advanced level instruction applies to those course

sequences that are continuous with junior secondary programs, and that offer

challenges beyond Grade 9 level courses.

2. Where senior secondary courses are offered at the junior secondary school level,

the planning of such courses should be based on collaboration between the junior

secondary school and the senior secondary school into which it feeds. Junior

secondary school teachers challenging students with senior secondary school

courses should consult with senior secondary school teachers to establish

procedures that ensure consistency in implementing course expectations and

assessment standards.

3. Schools offering senior secondary courses to junior secondary school students shall

follow the approved programs of study for the senior secondary school courses.

4. A junior secondary school student will receive credits and marks for successfully

completed senior secondary school courses.



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4.2 Course Codes Courses have been sorted by subject area and grade levels have been colour coded:

1 6 2 7 3 8 4 9 5

4.2.1 Aboriginal Languages and Culture

Course Code Course Name Grade ABORART Aboriginal Art n/a

ABOLAN1 Aboriginal Language 1









ALC0001 Aboriginal Language and Culture 1











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Course Code Course Name Grade CHI0007 Chipewyan Language 7

CHI0008 Chipewyan Language 8

CHI0009 Chipewyan Language 9

CRE0007 Cree Language 7



ABOCLT1 Culture 1

ABOCLT2 Culture 2

ABOCLT3 Culture 3

ABOCLT4 Culture 4

ABOCLT5 Culture 5

ABOCLT6 Culture 6

ABOCLT7 Culture 7

ABOCLT8 Culture 8

ABOCLT9 Culture 9

GWIC007 Gwich’in 7 7



INU0006 Inuktitut 6

INU0007 Inuktitut 7

INU0008 Inuktitut 8

INU0009 Inuktitut 9

INUV007 Inuvialuktun 7

NUV008 Inuvialuktun 8

NUV009 Inuvialuktun 9

SLA0008 Slavey Language 8 8

SLA0009 Slavey Language 9 9



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Course Code Course Name Grade ART0001 Arts Education 1

ART0002 Arts Education 2








BAND001 Band 1 1

BAND002 Band 2 2

BAND003 Band 3 3

BAND004 Band 4 4

BAND005 Band 5 5

BAND006 Band 6 6

BAND007 Band 7 7

BAND008 Band 8 8

BAND009 Band 9 9

ARTDA01 Dance 1

ARTDA02 Dance 2

ARTDA03 Dance 3

ARTDA04 Dance 4

ARTDA05 Dance 5

ARTDA06 Dance 6

ARTDA07 Dance 7

ARTDA08 Dance 8



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Course Code Course Name Grade ARTDA09 Dance 9

ARTDR01 Drama 1

ARTDR02 Drama 2

ARTDR03 Drama 3

ARTDR04 Drama 4

ARTDR05 Drama 5

ARTDR06 Drama 6

ARTDR07 Drama 7

ARTDR08 Drama 8

ARTDR09 Drama 9

ARTMU01 Music 1 1

ARTMU02 Music 2 2

ARTMU03 Music 3 3

ARTMU04 Music 4 4

ARTMU05 Music 5 5

ARTMU06 Music 6 6

ARTMU07 Music 7 7

ARTMU08 Music 8 8

ARTMU09 Music 9 9

ARTVA01 Visual Arts 1











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4.2.3 English Language Arts

Course Code Course Name Grade ESL0006 English as a Second Language 6

ESL0007 English as a Second Language 7



ELA0001 English Language Arts 1









ELARE01 Reading 1

ELARE02 Reading 2

ELARE03 Reading 3

ELARE04 Reading 4

ELARE05 Reading 5

ELARE06 Reading 6

ELARE07 Reading 7

ELARE08 Reading 8

ELARE09 Reading 9

WW00789 Writers Workshop 7

ELAWR01 Writing 1

ELAWR02 Writing 2

ELAWR03 Writing 3

ELAWR04 Writing 4

ELAWR05 Writing 5



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Course Code Course Name Grade ELAWR06 Writing 6

ELAWR07 Writing 7

ELAWR08 Writing 8

ELAWR09 Writing 9

4.2.4 Espagnol

Course Code Course Name Grade SPN0005 Espagnol 5

SPN0006 Espagnol 6

SPN0007 Espagnol 7

SPN0008 Espagnol 8

SPN0009 Espagnol 9

4.2.5 French Language Arts

Course Code Course Name Grade FCL0001 Core French 1

FCL0002 Core French 2










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4.2.6 Health, Wellness and Personal Development

Course Code Course Name Grade CCP0007 Career and Program Plan 7

CCP008 Career and Program Plan 8

PED0769 Career and Program Plan 9

CARPLAN Career Planning n/a

HLTH001 Health 1

HLTH002 Health 2

HLTH003 Health 3

HLTH004 Health 4

HLTH005 Health 5

HLTH006 Health 6

HLTH007 Health 7

HLTH008 Health 8

HLTH09 Health 9

PED0001 Physical Education 1









YOGA001 Yoga 1 n/a

YOGA002 Yoga 2 n/a

YOGA003 Yoga 3 n/a



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4.2.7 Literacy with Information and Communications Technology (LWICT)

Course Code Course Name Grade ICT0002 Literacy with ICT 2

ICT0003 Literacy with ICT 3







4.2.8 Mathematics

Course Code Course Name Grade MAT0001 Mathematics 1

MAT0002 Mathematics 2










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4.2.9 Other

Course Code Course Name Grade AUTOM09 Autom09 9

COM1005 Visual Composition n/a

DISTEDU Distance Education 9

EXPLOR1 Exploratories 1 1









JRCOOKING Junior Cooking n/a

JUN_CTS7 Junior Career and Technology Studies 7



MEDIA09 Media09 9

REL0006 Religious Studies 6 6




RANDE07 Research and Development 7



SHOP001 Shop 1 1

SHOP002 Shop 2 2

SHOP003 Shop 3 3

SHOP004 Shop 4 4



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Course Code Course Name Grade SHOP005 Shop 5 5

SHOP006 Shop 6 6

SHOP007 Shop 7 7

SHOP008 Shop 8 8

SHOP009 Shop 9 9

SPECPROJR Special Projects 9

SNAP009 Student North Apprenticeship Program 9

4.2.10 Science

Course Code Course Name Grade SCN0001 Science 1

SCN0002 Science 2

SCN0003 Science 3

SCN0004 Science 4

SCN0005 Science 5

SCN0006 Science 6

SCN0007 Science 7

SCN0008 Science 8

SCN0009 Science 9 4.2.11 Social Studies

Course Code Course Name Grade SST0001 Social Studies 1

SST0002 Social Studies 2






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Course Code Course Name Grade SST0006 Social Studies 6




4.2.12 Special Purpose Periods

Course Code Course Name Grade BREAKTIME Break Time n/a

HOMERMT Home Room Time n/a

HOMESTU Home Study n/a

INDEPEN Independent Study 9

INTSTU Integrated Studies n/a

LIBRARY Library n/a

LOCALDEV_HB Local Dev – Holding Bin n/a

OPTIONS_HB Options – Holding Bin n/a

PREP_PR8 Prep Period 8 n/a

STOREFR_HB StoreFront – Holding Bin n/a

STUDY Study n/a

SUPPORT Support n/a

TRANSIT_HB Transition – Holding Bin n/a

TUTORING Tutoring n/a



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4.3 French Immersion Program Course Codes

4.3.1 Aboriginal Culture

Course Code Course Name Grade FIMABOCU01 Aboriginal Culture 1

FIMABOCU02 Aboriginal Culture 2









Course Code Course Name Grade FIMART001 Arts French 1

FIMART002 Arts French 2










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4.3.3 French Language Arts

Course Code Course Name Grade FIMFLA1 French Language Arts 1

FIMFLA2 French Language Arts 2








4.3.4 Health, Wellness and Personal Development

Course Code Course Name Grade FIMPED001 Education Physique 1

FIMPED002 Education Physique 2








HLTH001F Health – French 1






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Course Code Course Name Grade HLTH005F Health – French 5





FIMHEA001 Santé 1

FIMHEA002 Santé 2

FIMHEA003 Santé 3

FIMHEA004 Santé 4

FIMHEA005 Santé 5

FIMHEA006 Santé 6

FIMHEA007 Santé 7

FIMHEA008 Santé 8

FIMHEA009 Santé 9

4.3.5 Mathematics

Course Code Course Name Grade FIMMAT1 Mathematics (French Immersion) 1

FIMMAT2 Mathematics (French Immersion) 2










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4.3.6 Other

Course Code Course Name Grade FIMINF001 Tech de l’info 1

FIMINF002 Tech de l’info 2








FIMINT001 Études intégrées 1









4.3.7 Science

Course Code Course Name Grade FIMSCN1 Science (French Immersion) 1

FIMSCN2 Science (French Immersion) 2





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Course Code Course Name Grade FIMSCN5 Science (French Immersion) 5





4.3.8 Social Studies

Course Code Course Name Grade FIMSST1 Social Studies (French Immersion) 1

FIMSST2 Social Studies (French Immersion) 2








4.4 French First Language Course Codes 4.4.1 Éducation Artistique

Course Code Course Name Grade FFLADR1 Arts Dramatique 1

FFLADR2 Arts Dramatique 2






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Course Code Course Name Grade FFLADR6 Arts Dramatique 6




FFLAVA1 Arts Visuels 1









FFLADA1 Danse 1

FFLADA2 Danse 2

FFLADA3 Danse 3

FFLADA4 Danse 4

FFLADA5 Danse 5

FFLADA6 Danse 6

FFLADA7 Danse 7

FFLADA8 Danse 8

FFLADA9 Danse 9

FFLART1 Éducation Artistique 1









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Course Code Course Name Grade FFLART8 Éducation Artistique 8


FFLAMU1 Musique 1

FFLAMU2 Musique 2

FFLAMU3 Musique 3

FFLAMU4 Musique 4

FFLAMU5 Musique 5

FFLAMU6 Musique 6

FFLAMU7 Musique 7

FFLAMU8 Musique 8

FFLAMU9 Musique 9 4.4.2 English Language Arts

Course Code Course Name Grade FFLELA1 English Language Arts 1

FFLELA2 English Language Arts 2










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4.4.3 Français

Course Code Course Name Grade FFLFR01 Français 1 1

FFLFR02 Français 2 2








4.4.4 Mathématiques

Course Code Course Name Grade FFLMAT1 Mathématiques 1

FFLMAT2 Mathématiques 2








4.4.5 Other

Course Code Course Name Grade FFLCCP7 Career and Program Plan French 7



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4.4.6 Santé et Éducation Physique

Course Code Course Name Grade FFLPED1 Éducation Physique 1

FFLPED2 Éducation Physique 2








FFLHE01 Santé 1

FFLHE02 Santé 2

FFLHE03 Santé 3

FFLHE04 Santé 4

FFLHE05 Santé 5

FFLHE06 Santé 6

FFLHE07 Santé 7

FFLHE08 Santé 8

FFLHE09 Santé 9

4.4.7 Science Humaines

Course Code Course Name Grade FFLSST1 Science Humaines 1

FFLSST2 Science Humaines 2





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Course Code Course Name Grade FFLSST5 Science Humaines 5





4.4.8 Sciences

Course Code Course Name Grade FFLSCN1 Sciences 1

FFLSCN2 Sciences 2

FFLSCN3 Sciences 3

FFLSCN4 Sciences 4

FFLSCN5 Sciences 5

FFLSCN6 Sciences 6

FFLSCN7 Sciences 7

FFLSCN8 Sciences 8

FFLSCN9 Sciences 9

4.4.9 Technologies de l’information et des communications

Course Code Course Name Grade FFLTIC1 Technologie de l’information et des communications 1

FFLTIC2 Technologie de l’information et des communications 2







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Course Code Course Name Grade FFLTIC7 Technologie de l’information et des communications 7



4.5 Kindergarten Course Codes The NWT Kindergarten program is in a pilot year. A new report card, tied to

PowerSchool Scheduling is being used. To enable this, the Kindergarten competencies

are being used for course registration purposes.

Course Code Course Name Grade KCOMP001 Sense of identity K

KCOMP002 Relationships with Land K

KCOMP003 Relationships with Others K

KCOMP004 Conversations K

KCOMP005 Play and Inquiry K

KCOMP009 Self-Regulation K

KCOMP007 Creativity K

KCOMP008 Citizenship K

KCOMP009 Diversity K

KCOMP010 Healthy Lifestyle K

KCOMP011 Emergent Literacy K

KCOMP012 Thinking Mathematically K


Section 5 – Sr. High Approved Credits and Courses

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Contents 5.1 General Information .................................................................................................... 1

5.1.1 Definition of Courses and Credits ....................................................................... 2 5.1.2 Course Sequence and Numbering ...................................................................... 3 5.1.3 Recommended Transfer Points .......................................................................... 3 5.1.4 Earning of Credits ............................................................................................... 7 5.1.5 Course Offerings and Implementation Timeline .................................................. 7 5.1.6 Grade Designations ............................................................................................ 8

5.2 Graduation .................................................................................................................. 9 5.2.1 Graduation Requirements ................................................................................. 10 5.2.2 Students entering Senior High from outside of the NWT .................................. 12 5.2.3 Graduation Requirements for Francophone Students ....................................... 13 5.2.4 Special Cases/Exemptions ............................................................................... 13 5.2.5 CPP and Community Service Requirements .................................................... 14

5.3 Grade 12 Alberta Diploma Examination Program ..................................................... 14 5.3.1 Significant Dates ............................................................................................... 16 5.3.2 Eligibility to Write .............................................................................................. 25 5.3.3 Breach of Security of Examinations .................................................................. 26 5.3.4 Shipping of Examination Materials .................................................................... 27 5.3.5 Violation of Examination Rules ......................................................................... 27 5.3.6 Missed Part A or B of Examination ................................................................... 27 5.3.7 Re-Writes/Challenges ....................................................................................... 28 5.3.8 Late Arrivals of Students ................................................................................... 29 5.3.9 Result Statements for Students ........................................................................ 29 5.3.10 Rescoring an Examination ................................................................................ 29 5.3.11 Writing in a Community Different from Course Enrolment ................................ 30 5.3.12 Special Accommodations ................................................................................. 31 5.3.13 Procedures for Writing Diploma Examinations on Computers .......................... 33 5.3.14 Student Resources Authorized for Use During Examinations ........................... 34 5.3.15 Unforeseen Circumstances .............................................................................. 35 5.3.16 Used and Unused Examination Booklets for January and June Examinations . 35 5.3.17 August Examination Writing Centres ................................................................ 35

5.4 Approved List of Courses ......................................................................................... 37 5.5 Approved Locally Developed Courses ...................................................................... 42

5.5.1 Beaufort Delta Divisional Education Council ..................................................... 42 5.5.2 Dehcho Divisional Education Council ............................................................... 43 5.5.3 South Slave Divisional Education Council ........................................................ 43 5.5.4 Tlicho Community Services Agency ................................................................. 44 5.5.5 Yellowknife Education District #1 (YK1) ............................................................ 46 5.5.6 Yellowknife Public Denominational District Education Authority (YCS) ............. 46


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NWT senior high schools use Alberta Education curricula for core course areas, fine

arts, Physical Education, Career and Technology Studies, Health, Career and Life

Management, and French Language Arts. Northern Studies 10, a requirement for

graduation, is an NWT developed course. Locally Developed courses may also be

submitted for approval.

5.1 General Information

The list of courses for NWT Senior Secondary Schools has been approved by the

Minister to enable students to obtain a diploma which provides the graduate with the

greatest possible opportunity for career choices, training, further education and lifelong

learning. The school will ensure that each student’s needs, interests, abilities and

career paths receive every consideration when planning his/her Student Career

Program Plan.

School principals determine which courses from this list will be offered at their schools.

A request for Alberta Education courses not on the NWT approved list of courses

(Sections 5.4 and 5.5) can be made to the Senior Secondary Committee by fax: (867)

873-0109 or email at [email protected]. NWT Locally Developed Courses

must be submitted in writing, with justification, through the Superintendent of DEA/DEC

to the Senior Secondary Committee, Early Childhood and School Services Division, for

approval (see Locally Developed Courses, Section 6.8) being offered.

The Student Records System will only accept, for credit, courses on the approved list or

that have been approved by the Minister.

This handbook includes approval for:

• Senior Secondary courses (Alberta/NWT)

• Online Learning Courses (Alberta)

• Career and Technology Studies (CTS) courses (Alberta/NWT)



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• Locally Developed Courses (NWT)

• Army and Air Cadet Summer Courses

• Approved courses external to the NWT, such as The Royal Conservatory of Music

5.1.1 Definition of Courses and Credits

Schooling is more than the accumulation of credits. A variety of sophisticated social

skills are acquired through classroom participation and interaction with peers and

members of the community. Instructional program delivery must recognize this type of

learning at the same time as credits are earned.

1. A credit at the Senior Secondary level is achieved through satisfactory

attainment of specific curricular outcomes.

2. School jurisdictions are to develop methods of school organization that best

meet the needs of their students in attaining course outcomes. Typically, this

includes ensuring that each student has access to approximately twenty-five hours of instruction per credit.

3. Instructional time is defined as time scheduled for purposes of instruction and

assessment, other student activities based on curricular expectations,

parent/teacher/student conferences, development of Career and Program

Plans, and participation in culturally based activities. (See Section 2.1.1)

4. Schools are encouraged to provide more than minimum time for any course.

5. Individual students may complete the course in less than the minimum

instructional time allocated to the course if they meet the curricular

expectations for the course. It is far more important for the student to meet the curricular objectives for the course and that the curriculum meet the needs of the students than for the student to meet the time requirements.



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5.1.2 Course Sequence and Numbering

In four subject areas- English, Social Studies, Mathematics and Science – there are

different course sequences that have been developed to meet a variety of student

needs and have varying degrees of academic rigour. Each course is designed for a

minimum of 125 instructional hours and is worth five credits toward meeting graduation

requirements. Course sequences are typically indicators of post-secondary articulation.

However, there is no absolute indicator of acceptance since each post-secondary

institution controls the pre-requisite courses required for entry into a program or faculty.

It is imperative for the student, parent, teacher and guidance counsellor to consult with

the post-secondary institution selected by the student to confirm what prerequisite

courses are required for a specific program or faculty. As a result, a high school

student’s course selections can be varied and tailored to meet their specific needs and

educational plan.

5.1.3 Recommended Transfer Points

Curriculum is designed to accommodate transfer between course sequences at

particular points in time. The following transfer points are recommended to ensure

student success. However, special circumstances may warrant student transfer at other

points in the sequence. Each District Education Authority / Divisional Education Council

shall have a policy that clearly states the criteria to be met by a student who wishes to

change course sequence. Students can take courses concurrently at different levels,

such as Experiential Science 10 and Science 10, and receive 10 credits. However, only

five credits will count toward the grade 10 science requirements for graduation, and the

other five credits will be counted as elective credits towards graduation. The student will

still be required to take a grade 11 science course.



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English Language Arts Program Recommended Transfer Points

Français Arts Langagier Recommended Transfer Points

Students must be enrolled with a Francophone school board to take Français -1 or -2.

English Language Arts 10-1






Literacy 10

Literacy 20

Literacy 30

Français 10-1

Français 20-1

Français 30-1

Français 10-2

Français 20-2

Français 30-2



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Social Studies Program Recommended Transfer Points

Note: Social Studies 30-1 and 30-2 may be taken in the same semester. Mathematics Program Recommended Transfer Points

Note: Mathematics courses of the same level may be taken concurrently.

Social Studies 10-1

Social Studies 20-1

Social Studies 30-1

Social Studies 10-2

Social Studies 20-2

Social Studies 30-2

Grade 9

Mathematics 10C

Mathematics 20-1

Pre-Calculus

Mathematics 30-1

Pre-Calculus

Mathematics 20-2

Foundations of Mathematics

Mathematics 30-2

Foundations of Mathematics

Mathematics 10-3

Workplace & Apprenticeship Mathematics

Mathematics 20-3


Mathematics 30-3




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Science Program Recommended Transfer Points

Students who take Experiential Science 10 in grade 10 can, at the discretion of the

Principal transfer into Biology, Chemistry or Physics 20. Further, students can take both

Experiential Science 10 and Science 10 concurrently for credit but must also take a

grade 11 science course to meet graduation requirements.

NOTE: Course transfer at and to any level is at the discretion of the Principal if it is in the best interest of the student.

5.1.4 Changing Course Levels During a Semester

A student may change the level of a course they are taking during the semester in

which they are enrolled as long as the course change is submitted to before the final

course mark is entered. Changes made after marks are submitted for a different level of

course must be considered to be a course challenge and shall be processed according

to the course challenge procedures in section 8.1.

Science 10

Biology 20 Biology 30

Chemistry 20

Chemistry 30

Physics 20 Physics 30

Experiential Science 10





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5.1.5 Earning of Credits

To earn credits for all Senior Secondary School courses, a student must achieve at

least 50 percent as a final mark in each course.

For courses with diploma examinations, the school-based course mark and the full

examination mark are evenly weighted and averaged to determine the final course

mark.

When a student retakes a course and/or rewrites a diploma examination, the highest

school mark and the highest examination mark are recorded on the official transcript.

5.1.6 Course Offerings and Implementation Timeline

ECE will advise Superintendents of pending implementation of curricula. It is the

responsibility of the District Education Authority/Council to provide in-service

opportunities and to ensure that the authorized resources are available for course

implementation.

In the 2012-2013 school year, the following courses were implemented:

Mathematics 30-1 Pre-calculus

Mathematics 30-2 Foundations of Mathematics

Mathematics 30-3 Workplace & Apprenticeship Mathematics

Northern Studies

In the 2013-2014 school year, the 5 credit version of Northern Studies 10 is mandatory for students taking the course in English.

For French Immersion and Francophone students:

In the 2013-2014 school year, the previous 3 credit version of will be used.

In the 2014-2015 school year, the revised 3 credit version will be used.

In the 2015-2016 school year, the 5 credit version will be used.



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5.1.7 Grade Designations

Grade designations are primarily important in terms of consistency of reporting numbers

of students at various grade levels to ECE. The terms grade designation and enrolment

can be used interchangeably. In other words a student who is designated as a grade 10

student can be considered to be enrolled in grade 10.

When a student first registers in Senior Secondary School the student will be

designated a grade 10 student. Students must meet the graduation requirements

specified for the year in which they first registered in grade 10.

A student will be designated as a grade 11 student when the student has:

• completed a minimum of 35 credits, which must include credits from the

following:

o English 10-1 or 10-2 o Social Studies 10-1 or 10-2 o Mathematics 10C or Workplace and Apprenticeship Mathematics 10-3 o Science 10 or Experiential Science 10

Or: • completed the stated short-term goals for the first year of an Individual Education

Plan (IEP).

A student will be designated as a grade 12 student when the student has:

• completed a minimum of 70 credits, which must include credits from the

following: o English 20-1 or 20-2

o Social Studies 20-1 or 20-2 o Pre-Calculus 20-1, Foundations of Mathematics 20-2,or Workplace and

Apprenticeship Mathematics 20-3 o Science 20 or Experiential Science 20 or Biology 20 or Physics 20 or

Chemistry 20 Or: • completed the stated short-term goals for the second year of an Individual

Education Plan (IEP).



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The definitions of grade designation do not change the graduation requirements, or

diminish the importance of required courses that are not part of the grade designation

definitions. Courses such as Northern Studies 10 and Physical Education 10 are

required courses that need to be taken sometime before graduation but not all schools

offer every course, every year. Including them in the definition – e.g. you have to have

Northern Studies 10 before you are considered a grade 11 student – could prove unfair

to students whose school did not offer a given course that year, and would place an

additional timetabling burden on schools.

Grade designation is not the same as placement. For example, a student who has 35

credits, including English, Mathematics and Social Studies, but does not have a grade

10 Science, would be designated as a grade 10 student for purposes of reporting

numbers of students enrolled in grade 10 to ECE. However, regarding grade placement,

the student should be in a home room grouping or Teacher Advisory Group consistent

with school policy.

The distinction between designation and placement has no bearing on timetabling and

scheduling. Using the same example as above, this student’s timetable would likely

include the missing grade 10 Science course, along with grade 11 courses in the other

core academic areas.

5.2 Graduation

A Senior Secondary School Graduation Diploma will be awarded to students who meet

the criteria for graduation as outlined in this handbook.

School leaving certificates are currently issued by the individual schools and are not

equivalent to a graduation diploma. Students and their parents or guardians must be

made fully of aware of this distinction.



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5.2.1 Graduation Requirements

Current graduation requirements for students entering grade 10 in the 2013-2014 school year or later are:

Course Credits Details

English Or

Français for students enrolled in a Francophone school

15 5 credits at the grade 10 level and 5 credits at the grade 11 level and

5 credits at the grade 12 level Social Studies 10 5 credits at the grade 10 level

and 5 credits at the grade 11 level

Mathematics 10 5 credits at the grade 10 level and 5 credits at the grade 11 level

Science 10 5 credits at the grade 10 level and 5 credits at the grade 11 level

CALM 20 3 See Section 6.1

Community Service 1 25 documented hours of unpaid service – See Section 6.4

Physical Education 3 At the grade 10 level – See Section 6.10

Northern Studies 10* 5 See note on next page

Career & Technology Studies 5 At any level – See Section 6.3

Fine Arts 3 At any level

Career & Program Plan 1 See Section 6.2

Additional Grade 12 Credits 10 In any course areas at the 30 level – in addition to required Language Arts

Elective Credits (previously identified as Unspecified)

24 At any level and in any course areas – excess credits from required areas will be logged here

Total # of Credits 100



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* As of the 2013-2014 school year, the five credit version of Northern Studies is a

mandatory graduation requirement. Students of Commission scolaire francophone de

TNO who are entering grade 10 in the 2013-2014 or 2014-2015 school years are

required to complete the three credit version of Northern Studies and will have the

additional two credits waived in accordance with the proposed translation and

implementation schedule. These students must complete all other graduation

requirements, including the 100 total credit requirement.

Students born in 1991 or earlier are identified as mature students and may have some

graduation requirements waived. Refer to section 8.3 of this handbook for details.

Graduation requirements for students who entered grade 10 in the 2012-2013 school year or earlier are:


English Or

Français for students enrolled in a Francophone school

15 5 credits at the grade 10 level and 5 credits at the grade 11 level and

5 credits at the grade 12 level Social Studies 10 5 credits at the grade 10 level

and 5 credits at the grade 11 level

Mathematics 10 5 credits at the grade 10 level and 5 credits at the grade 11 level

Science 10 5 credits at the grade 10 level and 5 credits at the grade 11 level

CALM 20 3 See Section 6.1

Community Service 1 25 documented hours of unpaid service – See Section 6.4

Physical Education 3 At the grade 10 level – See Section 6.10



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Northern Studies 10 3

Career & Technology Studies 5 At any level – See Section 6.3

Fine Arts 3 At any level

Career & Program Plan 1 See Section 6.2

Additional Grade 12 Credits 10 In any course areas at the 30 level – in addition to required Language Arts

Elective Credits (previously identified as Unspecified)

26 At any level and in any course areas – excess credits from required areas will be logged here

Total # of Credits 100

5.2.2 Students Entering Senior High from Outside of the NWT

The following applies to a student entering an NWT senior high school program from

outside of the Northwest Territories. Students who have been home schooled or

attended private school in the NWT are not considered first-time NWT students as per

the Education Act.

• Students entering an NWT school program in grade 10 will be required to

meet all graduation requirements specified for that school year of entry.

• A first-time NWT Senior Secondary student is one who enters a NWT school in

grade 11 or 12.

• Students entering an NWT school program, as a first-time NWT student in

grade 11, will begin by developing a Career and Program Plan (CPP). They

may request the Special Cases Committee to consider waiving the mandatory

credits in the following courses:

• Physical Education 10 (unless the student is transferring in from Alberta)

• Northern Studies 10



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• Students entering grade 12 in the NWT, as a first-time student after

completing grade 11 elsewhere, will begin by developing a Career and Program Plan (CPP). They may request the Special Cases Committee to

consider waiving the mandatory credits in the following courses:

• Career and Technology Studies (all courses)

• Physical Education 10 (unless the student is transferring in from Alberta)

• CALM 20 (unless the student is transferring in from Alberta)

• fine arts courses

• Northern Studies 10

• Community Service 20 and Career and Program Plan (CPP) will NOT be

waived.

• All other graduation requirements must be met, including the minimum of 100

credits.

The “Requests to Waive Course(s) Application Form” is in Appendix B6 and should be

submitted to the Special Cases Committee at [email protected].

5.2.3 Graduation Requirements for Francophone Students

Français 30-1 or 30-2 replaces English Language Arts 30-1 or 30-2 as graduation

requirements.

5.2.4 Special Cases/Exemptions

Special cases applies to individual students in which circumstances hinder students

from completing the graduation requirements. Such cases may be referred to the

Special Cases Committee. An example may be where a student experiences a severe




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injury that prevents their completion of Physical Education 10. Additional information is

in Section 7 of this handbook.

For students on IEPs see Section 3.1

5.2.5 CPP and Community Service Requirements

Career and Program Plans and Community Service requirements MUST be fulfilled to

meet graduation requirements. It is recommended that students initiate these early in

their high school career and complete them prior to their final semester. The CPP must

be reviewed annually. Records verifying the completion of these credits must be

maintained in the students file to be provided if requested by the Department.

5.3 Grade 12 Alberta Diploma Examination Program

As NWT schools use Alberta curriculum for senior high courses, NWT students must

write Alberta Diploma examinations for grade 12 courses.

Diploma Examinations are mandatory in the following courses:

English Language Arts 30-1 English Language Arts 30-2

Français 30-1 French Language Arts 30-1

Math 30-1 Math 30-2

Social Studies 30-1 Social Studies 30-2

Biology 30 Chemistry 30

Physics 30

Except for English Language Arts 30-1, English Language Arts 30-2, French Language

Arts 30-1, and Francais 30-1, students may choose to write Alberta examinations in

English or French. Students who choose to write the French translation of a Diploma

Examination are not permitted additional writing time beyond what is scheduled, nor are

they allowed an English version of the examination or data booklet while writing.



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Students writing the French translation of the Social Studies 30-1 or 30-2 examination

may use an approved bilingual print dictionary, a thesaurus, and an approved writer’s

handbook when writing Part A: Written Response.

The Alberta examinations program consists of course specific examinations based on

the approved curricula for Senior Secondary Schools.

• The student’s final mark for Diploma Examinations is calculated by evenly

weighting and averaging the highest school mark and the highest diploma

examination mark.

Please refer to the General Information Bulletin – Diploma Examinations Program for more detailed information. This document is updated annually each fall by Alberta Education and is available in early September on Alberta Education’s website at www.education.alberta.ca/admin/testing/diplomaexams.aspx

• Responsibility for the administration of the Alberta Diploma Examinations Program in the Northwest Territories is with the Student Records Officer, located in

Yellowknife at (867) 920-6235. All routine communication with respect to these examinations must be with this office.

• Special Cases and Accommodations must be submitted electronically to the Special

Cases Committee at [email protected]. See section 5.3.12 – Special Accommodations and section 8.6 Diploma Examination Accommodations for

details and deadlines.

• All January and June examinations will be sent from Student Records, Yellowknife by airline courier to the Principals of schools and Registrar’s of College campuses

for grade 12 students who are registered for these examinations. All students must register by the deadlines found in the ‘Significant Dates Section 5.3.1.

• The security of the examinations is essential. If there is any change in the Presiding Examiner, it is the responsibility of the school to inform the Student

Records Officer in Yellowknife: phone (867) 920-6235, two weeks prior to the

examination so that appropriate changes may be made to the mailing of the materials.


http://www.education.alberta.ca/admin/testing/diplomaexams.aspx



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• Special Writing Centres may be arranged if the Student Records Officer is advised in writing by May 30 of the current year.

• Teachers are responsible for the school mark in grade 12 Diploma Examination

Subjects. School awarded marks will NOT be accepted if they are submitted after the released date of the diploma examination marks.

• Diploma examination course marks are final once submitted and cannot be

changed.

5.3.1 Significant Dates

Confirmed diploma examination dates are not available from Alberta Education at this

time. An update of this section will be supplied as soon as these dates are released.

January 2014 Administration - Significant Dates



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October 21, 2013 Deadline for all January registrations, including students with

mature status who are not receiving course instruction in a

school, students who wish to rewrite a diploma examination in

January, students enrolled in a diploma examination course at the

school and students taking a diploma examination course through

the Alberta Distance Learning Centre (ADLC).

Students must select which level of course for which they will be writing the examination at the time of registration. E.g. ELA 30-1 or 3-0-2

October 25, 2013 NWT Deadline for Special Accommodation requests for the

January 2012 administration.

October 25, 2013 Deadline for all course transfers for diploma examination courses.

December 13, 2013 The school principal must contact Student Records in Yellowknife,

phone: (867) 920-6235 if they have not yet received their

language arts or social studies Part A diploma examination

materials or if there are errors or omissions in the shipment.

January 8-29, 2014 All schools administer the diploma examinations according to the

schedule.

January 13, 2014 The principal must return to Learner Assessment Branch, Alberta

Education, only the written/used Part A examination materials

for English Language Arts 30-1 and English Language Arts 30-2; unused/extra Part A materials may be kept at the school

after the administration.



for Social Studies 30-1 and Social Studies 30-2; unused/extra



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Part A materials may be kept at the school after the

administration.

January 13, 2014 The school principal should contact Student Records in

Yellowknife, phone: (867) 920-6235, if they have not yet received

their Mathematics and Science or language arts and social

studies Part B diploma examination materials or if there are errors

or omissions in the shipment.



for French Language Arts 30-1; unused/extra Part A materials

may be kept at the school after the administration.

The principal must return all Part A examination materials, used

and unused, for Francais 30-1.


Education, all Part B examination materials, used and unused,

for English Language Arts 30-1 and English Language Arts 30-2.


Education, all Part B examination materials, used and unused,

for Social Studies 30-1 and Social Studies 30-2.


Education, all examination materials, used and unused, for

French Language Arts 30-1 Part B, Francais 20-1 Partie B, and

Biology 30.

January 24, 2014 School Awarded Marks for students who have received instruction

in diploma examination courses and who are registered to write



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the January diploma examinations must be transmitted to the

Student Records Officer.



Pure Mathematics 30, Applied Mathematics 30, Mathematics 30-1, and Mathematics 30-2.



Chemistry 30, Physics 30 and Science 30.

February 21, 2014 Results Statements for the January administration are distributed

to students; transcripts are available to students upon request.

March 4, 2014 Deadline for Alberta to receive rescore requests and payment for

the January administration.

March 21, 2014 January rescore results are distributed to students.



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June 2014 Administration - Significant Dates

March 28, 2014 Deadline for all June registrations, including students with mature

status who are not receiving course instruction in a school, students

who wish to rewrite a diploma examination in June, students

enrolled in a diploma examination course at the school and students

taking a diploma examination course through the Alberta Distance

Learning Centre (ADLC).

Students must select which level of course for which they will be writing the examination at the time of registration. E.g. ELA 30-1 or 3-0-2



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April 1, 2014 NWT Deadline for Special Accommodation requests for the June

2012 administration.

April 1, 2014 Deadline for all course transfers for diploma examination courses.

May 20, 2014 The school principal must contact Student Records in Yellowknife,

phone: (867) 920-6235 if they have not yet received their language

arts of social studies diploma examination materials or if there are

errors or omissions in the shipment.

June 2, 2014 The school principal should contact Student Records in Yellowknife,

phone: (867) 920-6235 if they have not yet received their

Mathematics and Science diploma examination materials or if there

are errors or omissions in the shipment.

June 12-26, 2014 All schools administer diploma examinations according to the

schedule.

June 12, 2014 The principal must return to Learner Assessment Branch, Alberta


for English Language Arts 30-1 and English Language Arts 30-2;

unused/extra Part A materials may be kept at the school after the

administration.



for Social Studies 30-1 and Social Studies 30-2; unused/extra Part

A materials may be kept at the school after the administration.



for French Language Arts 30-1; unused/extra Part A materials may

be kept at the school after the administration.



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The principal must return, all Part A examination materials, used

and unused, for Francais 30-1.


Education, all Part B examination materials, used and unused, for

English Language Arts 30-1 and English Language Arts 30-2.


Education, all Part B examination materials, used and unused, for

Social Studies 30-1 and Social Studies 30-2.

June 20, 2014 School Awarded Marks for students who have received instruction in

diploma examination courses and who are registered to write the

June diploma examinations must be transmitted to the Student

Records Officer.



French Language Arts 30-1 Part B, Francais 30-1 Partie B,

Biology 30 and Chemistry 30..



Mathematics 30, Applied Mathematics 30, Mathematics 30-1 and

Mathematics 30-2.



Physics 30 and Science 30.

July 21, 2014 Results Statements for the June administration are distributed to

students; transcripts are available to students upon request.



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August 5, 2014 Deadline for Alberta to receive rescore requests from the June

administration.

August 26, 2014 June rescore results are distributed to students.

August 2014 Administration - Significant Dates

June 23, 2014 Deadline for August accommodation requests for students with

special diploma examination writing needs.

June 23, 2014 Deadline for receipt from Summer Schools of all August

registrations and course transfers.



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July 24, 2014 The school principal must contact Student Records in

Yellowknife, phone: (867) 920-6235 if they have not yet received

their language arts or social studies diploma examination

materials or if there are errors or omissions in the shipment.

August 1-14, 2014 August writing centers administer the diploma examinations

according to the schedule.

August 5, 2014 All examination materials for English Language Arts 30-1 and

English Language Arts 30-2 must be returned to Learner

Assessment Branch, Alberta Education.

August 7, 2014 All examination materials for Social Studies 30-1 and Social Studies 30-2 must be returned to Learner Assessment Branch,

Alberta Education.

August 8, 2014 All examination materials for Applied Mathematics 30, Pure Mathematics 30, Mathematics 30-1, and Mathematics 30-2 must be returned to Learner Assessment Branch, Alberta

Education.

August 11, 2014 All examination materials for Biology 30 and Physics 30 must

be returned to Learner Assessment Branch, Alberta Education.

August 12, 2014 All examination materials for Chemistry 30 and Science 30

must be returned to Learner Assessment Branch, Alberta

Education.

August 14, 2014 All examination materials for French Language Arts 30-1 and

Francais 30-1 must be returned to Learner Assessment Branch,

Alberta Education.



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August 14, 2014 School Awarded Marks for students who have received

instruction in diploma examination courses and who are

registered to write the August diploma examinations must be

transmitted to the Student Records Officer.

August 26, 2014 Results Statements for the June administration are distributed to

students; transcripts are available to students upon request.

September 5, 2014 Deadline for Alberta to receive rescore requests from the August

administration.

September 12, 2014 August rescore results are distributed to students.

5.3.2 Eligibility to Write

Students who are enrolled in an Alberta Diploma Examination subject must write the

Alberta examination in that subject in order to receive credit.

Students who have been previously awarded credit for the course may write the Alberta

Diploma Examination for the purpose of upgrading their examination mark. Applications

must be received by the registration deadline. See Appendix D1 for the Diploma

Examination Registration Form.

Mature students (see definition in Section 8.3) may write the examination upon

application without taking regular instruction. See Appendix D1 for the Diploma

Examination Registration Form. Mature students must register with the closest and

most convenient writing centre. Out of school students must present identification prior

to being permitted to register and write the examination. Results for students who write

an Alberta examination at a school in which they are not registered as a student in an

examination course will not appear on the summary of that school’s marks. The marks



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of students with mature status are confidential and are reported directly to the student,

and not to any school. The marks of students are reported to the school in which the

students are registered.

5.3.3 Breach of Security of Examinations

The Department of ECE takes every possible precaution to ensure that the examination

materials remain secure prior to every administration. Superintendents and chief

presiding examiners are instructed to take steps to guard against the loss of

examinations and to help prevent, by whatever method possible, a breach of security. If a breach of security does occur, immediately notify the Student Records Officer in Yellowknife (Phone: 867-920-6235)

In the case of a serious breach in more than one Alberta jurisdiction, the Learner

Assessment Branch of Alberta Education would either cancel or postpone the writing

date until a replacement examination could be printed and distributed.

PHOTOCOPYING EXAMINATIONS:

If you do not have enough examinations and there is not enough time to request a

copy be sent to the school, you need to contact Alberta Education, the Manager,

Examination Administration Processes and Facilities, at 780-422-2626, to request

that the examination can be photocopied. Alberta Education will either approve or

deny the request. If/when approved you need to make a note on the Principal’s

statement with the approval date/time and name of person who approved the

request.



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5.3.4 Shipping of Examination Materials

Complete and unused examinations must be couriered to Alberta Education according

to the schedule that follows. Examinations must be shipped by either Express Post or

through an airline courier service.

5.3.5 Violation of Examination Rules

Students must comply with all Examination Rules. Students who violate these rules

may be denied access to the examination, evicted from the examination, may not have

their examinations marked, may be prevented from writing any other Alberta Education

examination for a period of one year, and/or may have their transcripts withheld.

Any violations of examination rules must be reported immediately to the Student

Records officer.

Immediately following the administration of an examination, the chief presiding examiner

must report in writing any circumstances that may affect the validity of the results of any

student or group of students.

5.3.6 Missed Part A or B of Examination

Students must write both Part A and B of the Humanities in order to receive a mark in

the examination. (ELA 30-1, ELA 30-2, SST 30-1, SST 30-2, FLA 30-1, Francais 30-1)

• Students who miss one part of the examination for non-medical reasons are

allowed to write only the missed part at one of the two subsequent

administrations.

• Students must complete the Request for Separate Writing form in Appendix

D3 to ensure that the two partial marks will be combined. The completed



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form must be sent to Student Records when the school administration is registering students for the next diploma examination writing session. The mark for the part previously written will be brought forward to be blended

with the new partial mark for a complete examination mark.

Students who miss one or all parts of the examination due to illness, bereavement, or

other unforeseen circumstance may be eligible to have the examination exempted. The

Request for Exemption Form in Appendix D2 must be completed, with supporting

documents attached, and submitted to the Special Cases Committee for review.

5.3.7 Re-Writes/Challenges

Students may rewrite an examination to improve their mark at any regularly scheduled

sitting. There is no charge to NWT students for re-writes or challenges to all Alberta

Diploma Examinations if written at an NWT writing centre.

• Students who wish to rewrite an English Language Arts 30-1 or English

Language Arts 30-2, Social Studies 30-1 and 30-2, French Language Arts 30

or Français 30 diploma examination must write BOTH parts of the

examination. Students may NOT rewrite only one part of the English

Language Arts 30-1 or English Language Arts 30-2, Social Studies 30-1 and

30-2, French Language Arts 30 or Français 30 examination. All science and math diploma examinations have only one part.

• Students who choose to rewrite an examination will have the highest school

mark brought forward and blended with the highest examination mark to create

a final blended mark. Only the highest marks will appear on the transcript.

These marks will be recorded and sent out on a new NWT Diploma

Examination Results statement.



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5.3.8 Late Arrivals of Students

Students who arrive more than one hour after a diploma examination has started will not be allowed to write the examination. Students who arrive late but within the first

hour of administration may be allowed to write at the discretion of the principal or the

chief presiding examiner. In this case, the principal or chief presiding examiner may

allow the student additional time—corresponding to the amount by which the student

was late—to complete the examination. The names of late students must be recorded

on the Principal’s Statement or Chief Presiding Examiner’s Statement.

5.3.9 Result Statements for Students

• Results statements issued by Alberta Education will be mailed to students within

one month of writing the examinations. The results statement reports the current

examination mark a student achieves with the most recent school mark. The school mark may not be changed after submission. The transcript reports the

highest final mark a student achieves.

• Students may view Diploma Examination marks on the CMAS Web portal. All

students can have access to the following web address: www.nwtstudents.com .

• Marks arrive at Student Records on the following dates every year.

• 1st Semester – Feb. 21

• 2nd Semester – July 21

• 4th Semester – Aug. 26

5.3.10 Rescoring an Examination

Students who wish to have their examination rescored must apply directly to Alberta

Education. They must fill out the Alberta Diploma Examination Rescore Application

Form in Appendix D4. There is a fee that must be paid by the student/parent. The


http://www.nwtstudents.com/


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rescore date is different every year so consult Significant Dates – Section 5.3.1 for

further information. It is important to inform students that, on the average, the change in

rescored examinations is quite small. THE MARK RESULTING FROM RESCORING

WILL BE THE FINAL EXAMINATION MARK WHETHER THE MARK IS LOWERED OR

RAISED. The most recent school mark in the subject will be brought forward to be

blended with the rescored examination mark and will be recorded on a new results

statement. The final mark shown on the transcript will reflect the rescored examination

mark.

5.3.11 Writing in a Community Different from Course Enrolment

The following applies to students who will not be in the community where they took a

course at the scheduled examination writing time. Arrangements to write the diploma

examination in an alternate location must be made in advance.

• College students must identify their writing centre at the time of their examination registration.

• High school students o who will be in another NWT community must request the school in which

they are registered to make arrangement through the Student Records

Officer to write in another community at least one week prior to the examination date.

o who will be travelling outside of the NWT must request that the school in

which they are registered contact the Director, Examination Administration

Branch in Alberta at 780-427-0010 in Alberta as soon as possible to

make arrangements to write in another location.

It is at the discretion of Alberta Education to allow an alternative site to write the examination.



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5.3.12 Special Accommodations

The principal must make application for students who require special accommodations.

Requests are to be submitted to the student support coordinator at the DEC/DEA office,

who will then submit all requests from their schools to the Special Cases Committee to

[email protected]. All special accommodations requests are to be sent

electronically to the Special Cases Committee according to the procedures outlined in

Section 8.6. They will be reviewed and forwarded to Alberta Education for notification or

approval as appropriate.

NOTE: Student Records does not annotate the official transcripts of students who

were granted accommodations for the writing of a diploma examination.

Deadlines for Special Accommodations will be provided in the Principal’s January and June Registration Letters.

All students are permitted an additional one-half hour to complete their examinations. Special requests are not required for this extra one-half hour.

Student Support Plans are required for Special Accommodations. See Section 8.6 for

application procedures.

Example of a Special Request:

Request for special accommodation for a student to write a departmental

examination ELA 30-2 includes: CD of examination, scribe and extra time.

A mature student who is not registered at a school and requires accommodations for

writing a diploma examination(s) must be registered with a school or the college to

apply for special accommodations.




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For further details about the specific accommodation and conditions that may apply,

please refer to Diploma Examination Program General Information Bulletin available at

http://www.education.alberta.ca/admin/testing/diplomaexams/diplomabulletin.aspx.

All requests for accommodations must be sent to the Special Cases Committee at

[email protected].

Allowable accommodations include:

• Additional writing time is the only accommodation permitted to English as a

Second Language Students without further documentation

• Additional writing time (beyond the standard ½ hour) may be provided to

students when supported by a Student Support Plan demonstrating that this

accommodation has been available to the student throughout the course

• CDs are available for visually impaired and/or learning disabled students

• Braille versions - applications need to be into Alberta for both semesters by

Sept. 30th. Please note only one printing is done a year.

• Large print texts are available and need to be ordered in advance

• Sign Language Interpreter may be approved to assist a student who is deaf

or hard of hearing

• A scribe and/or taped response: If scribes or readers are used additional

documentation needs to be completed and signed off appropriately and

returned with the Principal’s Statement along with the Diploma Examinations

Application for Accommodations for Students with Special Diploma

Examination Writing Needs (Appendix D5) to Alberta Education. (statement of

scribe, reader, and/or interpreter)

• A reader may be required in place of a CD due to the nature of the disability


http://www.education.alberta.ca/admin/testing/diplomaexams/diplomabulletin.aspx



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Special Accommodations Forms can be found in Appendix D5. An Excel template is provided on the CD that accompanies this handbook so that requests can be submitted electronically to [email protected] .

5.3.13 Procedures for Writing Diploma Examinations on Computers

For current procedures in writing Diploma Examinations on computers, please refer to

the “Diploma Examination Program, General Information Bulletin: available at


The following excerpt provides some relevant details:

These procedures allow students to compose the written response parts of their English Language Arts 30-1, English Language Arts 30-2, Français 30, Social Studies 30-1, Social Studies 30-2, and French Language Arts 30 diploma examinations on the school’s word processors.

Only students in schools or designated writing centres that have the facilities, equipment, and support services to comply with the procedures, and who, customarily produce extended pieces of writing in English Language Arts 30-1, English Language Arts 30-2, Français 30, French Language Arts 30, Social Studies 30-1, Social Studies 30-2 using word processing technology, may complete the written-response parts of these diploma examinations on the school’s word processors.

The principal of a school or designated writing centre will decide whether or not to provide the opportunity for students to write their diploma examinations using school-owned computing hardware and word-processing software. This decision is based on the principal’s certainty that the school or designated writing centre can comply with the procedures outlined and on consideration about fairness to students and students’ needs.

Once the principal has decided that the school or designated writing centre will provide the option for some students to write diploma examinations using the school’s computing hardware and word-processing software, the decision to participate shall be the individual student’s.





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5.3.14 Student Resources Authorized for Use During Examinations

Calculators

Calculators are required to be used when writing mathematics and science diploma

examinations. To ensure fairness and equity to all students, only calculators that have

been approved by Alberta Education may be used. Since the list is updated every year,

please go to the Alberta website so review the list at


Dictionaries and Translators

Print dictionaries, thesauri, and authorized writing handbooks may be used for the Part

A – Written Response Examinations for the following courses:

• Français 30–1,

• French Language Arts 30–1

• English Language Arts 30–1 and English Language Arts 30–2

• Social Studies 30–1 and Social Studies 30–2

Refer to the General Information Bulletin – Diploma Examinations Program for details. A Franklin Language Master may be approved for use in English Language Arts 30-1,

English Language Arts 30-2, Français 30-1, French Language Arts 30-1, Études

Sociales 10-1, and Études Sociales 20-1. All “My Word List” and note fields must be

cleared and no removable cards other than a dictionary and thesaurus are allowed.

Refer to the General Information Bulleting for a list of allowable models.




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5.3.15 Unforeseen Circumstances

In the event of unforeseen circumstances such as power failures, blizzard, or bomb

threats, principals are to contact Student Records to determine what procedures should

be followed. Email: [email protected]

Phone: (867) 920-6235

5.3.16 Used and Unused Examination Booklets for January and June

Examinations

All of the used Part A January and June examination booklets and answer sheets with

student responses on them must be returned to the Learner Assessment Branch of

Alberta Education for marking. Examination booklets and answer sheets used by

students are confidential and must be secured by principals and superintendents. The

sending school pays postage. All the unused material for Humanities Part A

examinations remain at the school.

All language arts and social studies Part B examination booklets must be returned to

Alberta Education. All the unused material for Math and Science are returned to Alberta

Education. If the secured unused examination booklets are not returned to Alberta Education, schools may not be permitted to be a writing centre in the following school year.

5.3.17 August Examination Writing Centres

Applications for August Writing Centres are sent to school principals on April 30th. All

those who write these examinations are walk-in students since there is no advance

registration date. College students may choose a designated writing centre or request

an additional location though their local school by May 30.



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• All NWT communities where Grade 12 courses are offered can be designated

as writing centres for the August examinations.

• In Yellowknife, Sir John Franklin and St. Patrick High Schools have made

arrangements for the Yellowknife Campus of Aurora College to supervise the

August examinations.

• Additional centres may be designated if the Student Records Officer,

Yellowknife, receives such a request by May 30th.

• For each centre, unless the Department of Education, Culture and

Employment is otherwise informed by May 30th, the Director/Superintendent of

Education for that regions will be designated as the Chief Presiding Officer to

receive the examination materials. For further details, contact Student records.

• For designated writing centres, the August Grade 12 Examinations will be

shipped to the Board Offices in the last week of July unless alternative

arrangements have been made. The Chief Presiding Officer should be notified

when the shipment is received. If there are errors or deficiencies in the

shipment, the Chief Presiding Officer should contact the Student Records

Officer in Yellowknife at Phone: (867) 920-6235.

• The August examinations are fully secured. Therefore, all examination materials, used or unused, must be returned to Alberta Education. No copies of any August examination may be retained in any form. Postage is paid by the sending school.

• Writing centres in the NWT should wait until the last writing day to mail the

examinations to Learning Assessment Branch of Alberta Education. Materials

must be returned via air express. Prompt returns of the examinations enable

the Learning Assessment Branch to begin processing the examinations

immediately for the marking session. Postage is paid by the sending school.



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5.4 Approved List of Courses

Confirm the currency of all courses with the following list and the Alberta approved CTS

course list (Appendices A6 to A10) prior to scheduling courses. For students on Individual Education Plans (IEPs), refer to the IEP codes in Section 3.1.3.

Courses are end-dated in accordance with the implementation of new curriculum.

For courses not on the following list, whether from Alberta or another jurisdiction, please

contact Student Records ([email protected]). Unauthorized courses are not

to be scheduled.

Grouping Course name Course Code/# # of Credits

Language English Language Arts 10-1 ELA1105 5

Arts English Language Arts 20-1 ELA2105 5

English Language Arts 30-1 ELA3105 5




Aboriginal Language 15 Specific Aboriginal Language

3 or 5

Aboriginal Language 25 course codes

should be identified

from

3 or 5

Aboriginal Language 35 the locally developed

course listings

3 or 5

Literacy 10, 20, and 30 See other/elective

English SL Level 2B ESL1121 5

English SL Level3C ESL1122 5




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English SL Level 4D ESL1123 5

Français 10-1 FRA1301 5




Language Français 20-2 FRA2314 5

Arts Français 30-2 FRA3314 5

Cont. French Language Arts 10-1 FLA1304 5

French Language Arts 20-1 FLA2304 5





French 10-3Y FSL1093 5






Unassigned Language Arts – see Section 8.2.4

ULA9998 Max 15

Social Northern Studies 10/Études Nordiques 10 SST1193 3 or 5

Studies Social Studies 10-1 Études Sociales 10-1 SST1771 5



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Social Social Studies 20-1 Études Sociales 20-1 SST2771 5

Studies Social Studies 30-1 Études Sociales 30-1 SST3771 5

Cont. Social Studies 10-2 Études Sociales 10-2 SST1772 5

Social Studies 20-2 Études Sociales 20-2 SST2772 5

Social Studies 30-2 Études Sociales 30-2 SST3772 5

Mathematics Mathematics 10C /Mathématiques 10C MAT1791 5

Mathematics 10-3 /Mathématiques 10-3 MAT1793 5


Mathematics20-2 /Mathématiques 20-2 MAT2792 5


Mathematics 30-1/Mathématiques 30-1 MAT3791 5

Mathematics 30-2/Mathématiques30-2 MAT3792 5

Mathematics 30-3/Mathématiques 30-3 MAT3793 5

Mathematics 31/ Mathématiques 31 MAT3211 5

Sciences Science 10 SCN1270 5

Biology 20/Biologie 20 SCN2231 5

Biology 30/Biologie 30 SCN3230 5

Chemistry 20/Chimie 20 SCN2796 5

Chemistry 30/Chimie 30 SCN3796 5

Experiential Science 10 SCN1289 5



Physics 20/Physiques 20 SCN2797 5

Physics 30/Physiques 30 SCN3797 5



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Fine Arts Art 10/Arts visuals 10 FNA1400 3, 4, 5

Art 20/ Arts visuals 20 FNA2400 3, 4, 5

Art 30/ Arts visuals 30 FNA3400 5

Art 11 FNA1405 3, 4, 5

Art 21 FNA2405 3, 4, 5

Art 31 FNA3405 5

. Drama 10 FNA1410 3, 4, 5

Drama 20 FNA2410 3, 5

Drama 30 FNA3410 5

Choral Music 10 FNA1420 3, 5

Choral Music 20 FNA2420 3, 5

Choral Music 30 FNA3420 5

Instrumental Music 10/Musique instrumentale 10

FNA1425 3, 5

Instrumental Music 20/ Musique instrumentale 20

FNA2425 3, 5

Instrumental Music 30/ Musique instrumentale 30

FNA3425 5

General Music 10 FNA1424 3, 5

General Music 20 FNA2424 3, 5

General Music 30 FNA3424 5

Career & Life Management

Career & Life Management (CALM)/Carrière et vie

PED0770 3

Career & Program Plan (CPP) PED0769 1

Community Service 20 LDC2417 1



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Physical Education

Physical Education 10/Éducation physique10

PED1445 3, 4, 5

Physical Education 20/Éducation physique 20

PED2445 3, 4, 5

Physical Education 30/Éducation physique30

PED3445 3, 4, 5

CTS See listings in Appendices A6 to A11 or at http://education.alberta.ca/teachers/program/cts/program-of-studies.aspx

Other / Learning Strategies 15 LDC1146 3, 5

Elective Learning Strategies 25 LDC2146 3, 5

(formerly Literacy 10 ELA1103 5

Unspecified) Literacy 20 ELA2103 5

Literacy 30 ELA3103 5

Religious Studies 15 LDC1460 3, 4, 5



Special Projects 10 OTH1999 1,2, 3, 4, 5



Work Experience 15 OTH1998 1,2, 3, 4, 5




http://education.alberta.ca/teachers/program/cts/program-of-studies.aspx



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5.5 Approved Locally Developed Courses

5.5.1 Beaufort Delta Divisional Education Council

Course name Course Code Credits Expiry date

Land Claims and Boards LDC1194 1 June 2014

Exploring Our Culture LDC1195 1 June 2014

Recreational Leadership LDC1810 1 June 2014

Gwich’in 15 LDC1378 5 June 2014

Gwich’in 25 LDC2378 3 or5 June 2014

Gwich’in 35 LDC3378 3 or 5 June 2014

Inuvialuktun 15 LDC1379 5 June 2014



Taimani 25 LDC2470 3 June 2018

SNAP Access


Number Operations / Measurement LDC1971 2 June 2014

Geometry LDC1972 2 June 2014

Ratios and Proportions LDC1973 1 June 2014

Nature of Energy and Matter LDC1974 1 June 2014

Heat and Temperature LDC1975 1 June 2014

Fluids LDC1976 1 June 2014

Mechanics LDC1977 1 June 2014



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Machines LDC1978 1 June 2014

5.5.2 Dehcho Divisional Education Council


South Slavey 15 LDC1380 3 or 5 June 2014



Drumming 15 LDC1428 5 June 2014

Community Volunteer Fire-fighter Training Program 15

LDC1485 3 June 2014

5.5.3 South Slave Divisional Education Council


Aboriginal Art 15 LDC1401 5 June 2014

Aboriginal Art 25 LDC2401 5 June 2014

Cree 15 LDC1370 3 or 5 June 2014



Peer Counselling LDC1483 3 or 5 June 2014

Peer Tutoring LDC1482 1 June 2014

Trades Awareness 15a LDC1845 1 June 2014

Trades Awareness 15b LDC1846 1 June 2014



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Trades Awareness 15c LDC1847 1 June 2014

Chipewyan 15 LDC1381 3 or 5 June 2014



5.5.4 Tlicho Community Services Agency


Tåîchô Drumming 15 LDC1428 3 June 2014

Dogrib History 15 LDC1161 3 June 2014

Gonawo K’e 15A (Trails of our Ancestors) LDC1720 3 or 5 June 2014

Gonawo K’e 15B LDC1721 2 or 3 June 2014

Gonawo K’e 25 LDC2720 3 or 5 June 2014

Gonawo K’e 35 LDC3720 3 or 5 June 2014

Tåîchô Yati 15A LDC1385 3 June 2014

Tåîchô Yati 15B LDC1386 3 or 5 June 2014

Tåîchô Yati 25 LDC2385 5 June 2014

Tåîchô Yati 35 LDC3385 5 June 2014

Trails of our Ancestors 15 LDC1192 3 or 5 June 2014

Tåîchô Beading and Embroidery 15 LDC1822 2 June 2014

Tåîchô Land Claim and Self-Government Agreement

LDC1290 3 June 2016



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Tlicho Trades and Technology Certificate Program


NWT Mining Careers LDC1001 1 June 2014

Cultural Orientation LDC1002 1 June 2014

Workplace Essentials 1 LDC1003 1 June 2014

Financial Management LDC1004 1 June 2014

Technology in the workplace LDC1005 1 June 2014

Healing Path/Wellness LDC2001 1 June 2014

Workplace Essentials 2 LDC2002 1 June 2014

Prep for the Apprenticeship LDC2003 1 June 2014

Pre On-Site Orientation LDC2004 1 June 2014

Intro to the Mine Life Cycle LDC2005 1 June 2014

Mapping GIS/GPS LDC2006 1 June 2014

Environmental – Studies 1 LDC2007 1 June 2014



Sampling and Analysis Techniques LDC3002 1 June 2014

Tlicho Agreement/Careers and Invest Group LDC3003 1 June 2014

Intro Surface & Underground Mining LDC3004 1 June 2014

Intro NWT Geology & Prospecting LDC3005 1 June 2014



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5.5.5 Yellowknife Education District #1 (YK1)


Yoga for Fitness 15 LDC1449 2 or3 June 2016

Post-Intensive French 15 LDC1510 5 June 2013

Post-Intensive French 25 LDC2510 5 June 2014

5.5.6 Yellowknife Public Denominational District Education Authority (YCS)


Religion 15 LDC1460 3 or 5 June 2017



Writing for Effect 15 LDC1110 3 June 2018

Analysis of Rhetorical Texts 25 LDC2110 3 June 2018

Creating Effective Rhetorical Essays 35 LDC3110 3 June 2018

Leadership and Resiliency Program 15 LDC1811 5 June 2017



Amatrol Training System


Automated Material Handling 1 ATS1010 1 June 2017

Manufacturing Processes 1 ATS 1020 1 June 2017



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Electrical Systems 1 ATS 1030 1 June 2017

Fluid Power Systems 1 ATS 1040 1 June 2017

Mechanical Systems 1 ATS 1050 1 June 2017

Quality Assurance/Fluid Power Systems 1 ATS 1000 1 June 2017

Quality Assurance/Mechanical Systems 1 ATS 1001 1 June 2017

Quality Assurance/Electrical Systems 1 ATS 1002 1 June 2017

Quality Assurance/Thermal Systems 1 ATS 1003 1 June 2017

Quality Assurance/Manufacturing Processes 1 ATS 1004 1 June 2017

Quality Assurance/Automated Material Handling 1

ATS 1005 1 June 2017

Design Processes/Fluid Power Systems 1 ATS 1100 1 June 2017

Design Processes/Electrical Systems 1 ATS 1200 1 June 2017

Design Processes/Automated Material Handling 1

ATS 1300 1 June 2017

Design Processes/Mechanical Systems 1 ATS1400 1 June 2017

Design Processes/Thermal Systems 1 ATS 1500 1 June 2017

Design Processes/Manufacturing Processes 1 ATS 1600 1 June 2017

Can Crusher Part A ATS 1998 1 June 2017

Can Crusher Part B ATS 1999 1 June 2017

Quality Assurance/Fluid Power Systems 2 ATS 2000 1 June 2017






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ATS 2005 1 June 2017


Design Processes/Mechanical Systems 2 ATS 2200 1 June 2017





ATS 2600 1 June 2017

Hovercraft Part A LDC2998 1 June 2017

Hovercraft Part B ATS 2999 1 June 2017

Automated Material Handling 2 ATS 3010 1 June 2017

Manufacturing Processes 2 ATS 3020 1 June 2017

Electrical Systems 2 ATS 3030 1 June 2017

Fluid Power Systems 2 ATS 3040 1 June 2017

Mechanical Systems 2 ATS 3050 1 June 2017

Quality Assurance/Fluid Power Systems3 ATS 3000 1 June 2017






ATS 3005 1 June 2017



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Design Processes/Mechanical Systems 3 ATS 3200 1 June 2017





ATS 3600 1 June 2017

ATS Project A ATS 3998 1 June 2017

ATS Project B ATS 3999 1 June 2017


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Section 6 – Specific Sr. High Course and Program Information

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Contents 6.1 Career and Life Management (CALM) ............................................................................. 1 6.2 Career and Program Plan (CPP) ..................................................................................... 1

6.2.1 CPP Tools .................................................................................................................. 2 6.3 Career & Technology Studies (CTS) ............................................................................... 3

6.3.1 Career and Technology Studies Organization ............................................................ 4 6.3.2 CTS Pathways ........................................................................................................... 6 6.3.3 CTS Projects and Practicums..................................................................................... 7 6.3.4 Required Documents ................................................................................................. 8 6.3.5 The Relationship Between Work Experience, CTS and Cooperative Education ......... 8

6.4 Community Service ........................................................................................................10 6.4.1 Expectations and Goals ............................................................................................11 6.4.2 Benefits of Community Service .................................................................................11 6.4.3 Suggested Practice ...................................................................................................12

6.5 English Language Arts ...................................................................................................13 6.6 French Programs and Courses .......................................................................................13

6.6.1 French First Language ..............................................................................................13 6.6.2 French Immersion .....................................................................................................14 6.6.3 French Second Language .........................................................................................14

6.7 Knowledge and Employability Courses ...........................................................................16 6.8 Literacy 10, 20, 30 ..........................................................................................................16 6.9 Literacy with Information and Communication Technology .............................................17 6.10 Locally Developed Courses ............................................................................................18

6.10.1 Review of Existing Locally Developed Courses .........................................................19 6.10.2 Application Process ...................................................................................................19

6.11 Northern Studies ............................................................................................................21 6.12 Physical Education .........................................................................................................22

6.12.1 Conditions for Exemptions and/or Modifications ........................................................22 6.12.2 Physical Education Taken Through Home Schooling ................................................23

6.13 Special Projects ..............................................................................................................24 6.13.1 Purpose ....................................................................................................................24 6.13.2 Requirements for Special Projects Credits ................................................................24 6.13.3 Restrictions on Special Projects ................................................................................26

6.14 Work Experience ............................................................................................................26 6.14.1 Documentation Requirements ...................................................................................27 6.14.2 Responsibilities .........................................................................................................28 6.14.3. Insurance Coverage ..................................................................................................30 6.14.4. Reporting Student Injuries .........................................................................................30 6.14.5. Damage Claims .........................................................................................................31 6.14.6 Contact Information: ..................................................................................................32

6.15 Work Experience Completed Independently by Students ...............................................32 6.15.1 Documentation Requirements ...................................................................................33 6.15.2 Responsibilities .........................................................................................................33 6.15.3. Insurance Coverage ..................................................................................................34 6.15.4. Reporting Student Injuries .........................................................................................35 6.15.5 Contact Information: ..................................................................................................35


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6.1 Career and Life Management (CALM)

CALM is a required three credit course with three General Learning Outcomes –

Personal Choices, Resource Choices and Career and Life Choices. Career and Life

Choices includes Specific Outcomes related to transition from secondary school,

portfolio development and the opportunity to “update and expand personal profile

related to potential career choices” – in other words to revisit the Career and Program

Plan.

The CALM curriculum is available at: http://education.alberta.ca/media/313385/calm.pdf

6.2 Career and Program Plan (CPP)

A student’s CPP is a living document that is reviewed and revised as the student moves

through the senior secondary grades, and refines personal goals, aspirations and post

secondary plans. The CALM curriculum provides a perfect curricular opportunity for

students to update their CPP.

Prior to entry into Grade 10 every student must have a written Career and Program

Plan. The initial development, and annual review of the CPP, carries one credit and is

mandatory for graduation. The fact that the CPP carries one mandatory credit is an

acknowledgement of the crucial role that the CPP plays in decisions relating to a

student's senior secondary school program planning.

A Career and Program Plan is required for graduation. The CPP code is PED 0769.

Development and periodic review of the CPP helps students, as well as their teachers

and parents, focus on strengths, interests, and post-secondary plans. These, in turn,

should be the drivers for program and course selection decisions in grades 10 through

12.


http://education.alberta.ca/media/313385/calm.pdf


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A student's CPP is not intended to be "developed" and "filed." It is to be reviewed,

revised and refined in each year of senior secondary school, so that it can continue to

focus and direct program and course selection decisions throughout the senior

secondary years.

6.2.1 CPP Tools

The CPP template is available electronically on the Department of Education, Culture

and Employment website: www.ece.gov.nt.ca. Click on Early Childhood and School

Services > School Services > Curriculum K-12 > Career Development, and then scroll

down to Grade 9 – Career and Program Plan to click on the link for the templates which

are available in Word.

Use of this exact template is not mandatory. It is only one suggested way for students,

parents and educators to collect, organize and reflect on information needed to develop

the CPP and, in turn, make appropriate Senior Secondary programming decisions.

Use of the ECE approved Smart Focusing TM programs for grades 8 and 9 are also an

acceptable way to fulfill the CPP requirements. In this case, instead of using the

template, Smart Focusing TM workbook materials would be used and the final planning

pages of the grade 9 workbook would be copied and filed for subsequent review.

Either method, the template or workbook, will ensure that the following considerations

have been addressed:

• Student programs should be consistent with career plans articulated in their

CPPs.

• All students and parents should be aware of requirements for graduation.

• All students and parents should be advised to check the entrance

requirements, including average grade (which may change up to 5% between




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two years) for post secondary programs in which the student might be

interested.

Helping students develop their CPP is only the first step in helping students select their

senior secondary program.

Career Cruising is an online career guidance and planning system. A site licence for all

NWT schools has been spurchased by the Department of Education, Culture, and

Employment. Each school has been assigned a username and password. For further

information contact the Career Cruising client account manager at 1-800-965-8541 –

ext. 1 or [email protected].

6.3 Career & Technology Studies (CTS)

All CTS courses identified on the Alberta Education website are approved for use in the

NWT.

It is appropriate for educators in the NWT to modify learner expectations, assessment criteria and specific learner expectations to replace Alberta context with NWT context, as long as the adjustment creates equivalent expectations and criteria. Up to 15% of course outcomes may be modified to more effectively meet local

needs and interests. In other words a course may be “northernized,” but not otherwise

modified if credit is to be awarded for a given course. Northernization includes

adjustments made to reflect aboriginal perspective.

Alberta revised the CTS organization and courses in 2009 with ongoing development of

new courses and refinement of existing ones. While bulletins regarding substantial

changes are sent out, educators are also encouraged to check the Alberta Education

website for changes at the beginning of the school year and semester.




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Professional development opportunities are posted on the Alberta Regional

Professional Development Consortia (ARPDC) website at http://www.arpdc.ab.ca/.

Although this interim ARPDC is currently under construction, it does provide links to

cached webinars on many subject areas and instructional strategies.

6.3.1 Career and Technology Studies Organization

Career and Technology Studies is a program designed to provide students with a

variety of career related course choices. Alberta Education states that the CTS program

offers opportunities for students to:

• 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 learnings developed in other subject areas

• prepare for transition into adult roles in the family, community, workplace

and/or further education.

Features of the revised CTS program:

• Courses are organized by levels (Introductory, Intermediate, and Advanced),

not grades

• Multiple entry points – not all Intermediate and Advanced level courses have

prerequisites

• A competency-based curriculum

The CTS program is now organized around five clusters and more than 1000 1-credit

courses in 28 occupational areas. A cluster is a group of CTS courses that represent

occupations with broad industry commonalities. Clusters in CTS are aligned with the

National Occupational Classification (NOC) and function as an organizing tool for the

CTS program.


http://www.arpdc.ab.ca/

http://www5.hrsdc.gc.ca/noc/english/noc/2006/welcome.aspx


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Cluster

Occupational areas

BIT: Business, Administration, Finance & Information Technology

Computing Science Financial Management Information Processing Enterprise & Innovation Management and Marketing Networking

HRH: Health, Recreation & Human Services

Community Care Services Cosmetology, including Hairstylist Trade Esthetics Foods, including Cook Trade Health Care Services Human & Social Services Legal Studies Recreation Leadership Tourism

MDC: Media, Design & Communication Arts

Communication Technology Design Studies Fashion Studies

NAT: Natural Resources Agriculture Environmental Stewardship Forestry Primary Resources Wildlife

TMT: Trades, Manufacturing & Transportation

Construction, including Carpenter trade Electrotechnologies Logistics Fabrication, including Welder Trade Mechanics, including Auto Service Technician



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This organization includes Career Transitions (CTR), comprised of 5 courses:

CTR1010: Job Preparation

CTR2010: Job Maintenance

CTR2310: Career Directions – Expansion

CTR3010: Preparing for Change

CTR3310: Career directions – Transitions

Information on Career Transitions courses is available at

http://education.alberta.ca/teachers/program/cts/program-of-studies/ctr.aspx.

A complete list of all CTS courses is in Appendices A 6 to A10. All courses may be accessed through links at http://education.alberta.ca/teachers/program/cts/program-of-studies.aspx.

6.3.2 CTS Pathways

CTS Pathways is a term used by Alberta Education to describe a selection of courses

intended “to give students the opportunity to explore and acquire the attitudes, skills and

knowledge for a career that is relevant to their interests.” Teachers and students are

encouraged to combine CTS courses in ways that encourage students to explore

different fields. Pathways do not need to be created from a limited range of clusters, but

may include diverse selections that reflect the realities of the work world and prepare

students for post-secondary goals that may include college, university, apprenticeship

training, or workforce entry.

Two types of pathways are identified:

• Specialized Skill Pathways

address student interests in a field of study; e.g., Event Planner, Outdoor

Guide, Court Clerk.


http://education.alberta.ca/teachers/program/cts/program-of-studies/ctr.aspx




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• Credentialed Pathways

provide opportunities for students to achieve a credential or credit

awarded by a recognized community or industry organization or post-

secondary institution; e.g., Welder, A+ Certification Computer Repair

Technician.

may require journeyperson instructors and cooperation with a

credentialing organization, both of which are the responsibility of the

school.

Resources to support CTS Pathways planning are available at

http://education.alberta.ca/teachers/program/cts/resources/pathways.aspx

6.3.3 CTS Projects and Practicums

The intent of Projects is to extend learning opportunities using the existing course

outcomes by blending them into a unique course.

Practicum courses must work towards achieving a credential through external agencies.

Students must have successfully completed two courses in the occupational area

before beginning a project or practicum.

Further information on projects and practicums, as well as Word templates to assist in

planning are available at

http://education.alberta.ca/teachers/program/cts/resources/templates.aspx.


http://education.alberta.ca/teachers/program/cts/resources/pathways.aspx

http://education.alberta.ca/teachers/program/cts/resources/templates.aspx


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6.3.4 Required Documents

All required documents for CTS courses can be found on the Alberta website via links at

http://education.alberta.ca/teachers/program/cts.aspx.

Specific information on the organization of CTS and course details are available at

http://education.alberta.ca/teachers/program/cts/program-of-studies.aspx, which

includes links to the Program Philosophy and Rationale and to course details for each

cluster and occupational area.

For each cluster:

• Cluster course list

• Courses – existing to new

For each occupational area within the cluster:

• Course descriptions

• Course summaries

Each of these pages also links to the “CTS Prerequisite Look-up” - a search tool that

identifies prerequisites for all CTS courses.

6.3.5 The Relationship Between Work Experience, CTS and Cooperative Education

Work Experience 15, 25, and 35 are approved courses which can be offered for 1 to 5

credits each. Work Experience courses are to be used for out of school work

placement with an employer.

In some cases schools may arrange a cooperative work placement with a local

employer so that students can master learning expectations of a specific CTS course.

For example, in the Construction Technologies occupational area, CON 2010: Site


http://education.alberta.ca/teachers/program/cts.aspx



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Preparation requires students (among other things) to complete an application for a

building permit and to apply site preparation skills to assist in the location of building site

lines and features. Such skills may be demonstrated by the student through a

cooperative work placement:

• either because a given school may not have the facilities or staff to deliver these

parts of the module in house,

• or simply to give a student a “real world” experience if the opportunity is available

-- i.e. if new construction is taking place in the community and an employer is

willing to address these specific skills with a student.

In this case, the student is registered in the specific CTS course in question (i.e. CON

2010) rather than in Work Experience 15, 25, or 35.

Prior to registering in a Work Experience course, it is highly recommended that students

take the Workers’ Safety and Compensation Commission (WSCC) Go Safe: Work

Smart course. This course contains 13 modules, is reflective of northern work

environments and activities, and is adaptable to specific local experiences. The

Instructor’s Manual for the course identifies required and optional content within each of

the modules. Upon successful completion of all required areas students may receive

credit for HCS3000-Workplace Safety Systems. This course is in the Health Care

Services occupational area of the Health, Recreation, and Human Services cluster. In

addition, it is recommended that students take the Career Transitions course CTR1010

– Job Preparation. Completion of the optional activities of Go Safe: Work Smart could

contribute to completion of HCS3010-Workplace Safety Practices. These courses

(HCS3000, HCS3010, and CTR1010) are available through the Alberta Distance

Learning Centre in an online format – CTR1010 is also available in print format.

Please note that CTR Project codes were withdrawn in September 2010. Project courses are now specific to the Occupational Areas in which skills are intended to be developed as explained in section 6.3.1.



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6.4 Community Service

Community Service 20 (one credit) is required for secondary graduation in the NWT.

The Community Service module comprises twenty-five hours of community service

activities or work in which the student does not receive monetary compensation. Community service is intended to expose youth to the “act of volunteering”, willingly

giving of oneself without expected pay, so that as young adults in their communities

they will be interested and motivated to “volunteer” their time and energy to benefit their

community in some way. The activities will be planned, scheduled and executed by the

individual student with the approval of the principal.

This credit may be commenced in Grade 9 and completed during any year of the

student’s senior secondary schooling. However, graduation status will not be granted

until the twenty-five hours of Community Service have been completed and records of

completion submitted to Student Records with school marks at the end of the semester

or school year.

Community Service is of great value to the student, providing youth empowerment and

career development opportunities. Students learn to take responsibility for planning their

own activities. Confidence and self-esteem are built through success of such

undertakings. Students learn the values attached to being a volunteer in their

community. Activities provide opportunities for students to associate with adults,

recognize the contribution adults can make to their education and learn from them.

Such activities may also provide opportunities for students to discover their own career

interests and aptitudes. Community Service can serve as a link between school and

community bringing them to a deeper appreciation of one another.

Community Service is also an opportunity for students to explore activities that relate to

their career choices. By linking community service activities with the potential work

choices in their Career and Program Plan, students may more effectively reflect on the

options identified within their plan.



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6.4.1 Expectations and Goals

Community Service is any activity/work, without monetary compensation, selected

and planned by the student to enhance community living. The student first determines

what project s/he would like to do. The student contacts the person(s) responsible for

the selected project. Discussions are held with the school principal to determine

whether the selected project could be classified as Community Service. It is the

student’s responsibility to determine the goals and objectives, write an action plan and a

project plan. The student should keep a log of all activities and work completed during

each phase of the project and have these verified by the principal and the community

person responsible for the particular activity.

Through the completion of community service, it is expected that the student will:

• participate in a variety of meaningful experiences;

• gain an understanding of the importance of developing acceptable work habits,

good grooming and the need for self-discipline;

• develop an understanding of positive attitudes for getting along with people;

• identify experiences in which they have a genuine interest and a willingness to

serve without monetary compensation;

• identify and plan worthwhile personal activities which may be categorized as

community service;

6.4.2 Benefits of Community Service

Benefits to the school include:

• linking school programs more closely with community needs;

• developing closer rapport between the school and community;

• raising community awareness of school-community partnerships



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Benefits to the community include:

• Completion of needed projects for which the community may have

inadequate funds;

• Recognition of a needed service;

• Creation of an atmosphere of shared responsibility with the school;

• Development of a feeling of mutual ownership of the program with the

school.

6.4.3 Suggested Practice

Teachers should build in a “time of reflection” around students’ community service

experiences. In order to understand the importance of their community service activity

(especially when it is not directly obvious) youth need to be guided through a reflection

upon the effect of their volunteering activity. This reflection could be a discussion in the

classroom, an interactive journal (with commentary from the supervisor) or a special

group activity. This reflection component may allow non-profit agencies and schools to

determine the community service activities that are most successful and may be

replicated in following school years.

To assist students in selecting and reflecting on their community service, the workbook

Volunteering and Community Service: a Workbook for Students. April 2007 contains

helpful information, prompts, and templates. It is available by contacting the Career

Development Coordinator, Department of Education, Culture, and Employment at 867-

873-7176.

If community volunteerism is a significant focus, the following two CTS courses within

the Community Care Services occupational area of the Health, recreation, and Human

Services cluster may provide valuable opportunities to further explore the role and value

of volunteers:

CCS1080 – Community Volunteerism 1

CCS2080 – Community Volunteerism 2



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6.5 English Language Arts

Note that as of August 2011, the names of the following English Language Arts courses

have changed:

English Language Arts 10-3 is now Literacy 10



In the 2012-2013 school year, this series of courses was piloted with an emphasis on

the reading outcomes. Activities and strategies to assist teachers in the delivery of the

outcomes will be posted during the 2013-2014 school year at http://www.nwtece.ca/.

Credits for these courses will be entered into the “electives” category of graduation

requirements.

6.6 French Programs and Courses

There are three distinct French programs for grades 10, 11, and 12 in the Northwest

Territories. Under the three programs, the following courses are approved for NWT

schools:

6.6.1 French First Language

Français 10-1, 20-1, 30-1 (Code FRA1301, FRA2301, FRA3301)

Français 10-2, 20-2, 30-2 (Code FRA1314, FRA2314, FRA3314)

These language arts courses are designated for students whose first language is

French and who are attending a francophone school. The learning outcomes are

different than the French Language Arts courses in the French Immersion program.


http://www.nwtece.ca/


2013-2014

There is a grade 12 Alberta departmental examination in Français 30-1 which counts for

50% of the student’s final course mark.

Senior high school students whose parents have rights under section 23 of the

Canadian Charter of Rights and freedoms and who are currently attending a school

other than one administered by the Comission scolaire francophone des Territories du

Nord-Ouest (CSFTNO) may challenge Français 30-1 or Français 30-2 by first

registering with the CSFTNO for the course.

6.6.2 French Immersion

French Language Arts 10-1, 20-1, 30-1 (Code FLA1304, FLA2304, FLA3304)

French Language Arts 10-2, 20-2, 30-2 (Code FLA1132, FLA2132, FLA3132)

These are language arts courses taught to student enrolled in the French Immersion

Programs.

There is a grade 12 Alberta diploma examination for FLA 30-1 which counts for 50% of the student’s final course mark.

6.6.3 French Second Language

French 10-3y, 20 -3y, 30-3y (Code FSL 1093, 2093, 3093)

French 10-9y / 20-9y / 30-9y (Code FSL 1099, 2099, 3099)

These are Core French courses. Core French is for students learning French as a

second language, and who are not registered in either francophone schools or French

Immersion programs.

There are two different course pathways for students studying Core French at the senior

high school level. These selections will come with different curriculum and code

numbers.



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French 10-3y, 20 -3y, 30-3y (Code FSL 1093, 2093, 3093)

These courses are designed for students just starting to learn French, students who

have never taken French classes before entering Grade 10. The outcomes of this

curriculum are at a beginner’s level. From French 10-3y to French 30-3y, students

progress in the three steps of beginners abilities and competencies.

Example: A student might have learned North Slavey until grade 9. Then, in Grade 10,

she decides to learn French and she enrols in French 10-3y.

French 10-9y / 20-9y / 30-9y (Code FSL 1099, 2099, 3099)

These courses are designed for students who have been learning French since Grade 4

or earlier. The outcomes of this curriculum progress in the three steps of the

intermediate level from French 10-9y to French 30-9y. The students enter this series of

courses because they have learned French for several years.

Example: A student started learning French in Grade 4. In Grade 10, she decides to

continue her studies so she would enrol in French 10-9y.

NWT Circumstances…

In NTW high schools, French 10-3y and French 10-9y could be offered in the same

class. The outcomes expectations would be different depending on the course (French

10-3y or French 10-9y) that the student is enrolled in. The merging of these two courses

in the same class is similar to what happens when Social Studies 10-1 and 10-2 are

combined.

In the schools of the NWT, some students might start learning French when they enter

Grade 9 instead of Grade 10. For those students, it would be appropriate to register

them into French 10-3y and not French 10-9y.



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Challenging of Core French by Immersion Students

A student enrolled in a high school French Immersion program in grade 10, 11, or 12

may challenge the Core French course, French 30-9y.

This chal;lenge must follow the procedureoutlined in section 8.1 of this handbook. This

includes a request form (Appendix B10) signed by the students, parents and school

principal, and the form must be retained in the student’s cumulative file. The challenge

must be administered by a teachers who has expertise in the course.

The procedure for this particular challenge must include two forms of assessment: an

oral interview and a portfolio that identifies read material and includes written work.

6.7 Knowledge and Employability Courses

Knowledge and Employability (K&E) courses are to be offered to students only in

special circumstances for students who are not experiencing success within existing

academic courses.

See Section 3.5 for additional information.

6.8 Literacy 10, 20, 30 Literacy 10, 20, 30 is created for the student with weak to moderate literacy skills; the

goal of this set of courses is to raise the student’s literacy levels. Literacy 10, 20, and

30 are designated for five credits each and classified as elective (formerly

“Unspecified”) credits on the student’s transcript. Literacy 30 may be included as 5 of

the additional 10 credits required at the 30 level.



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Recognizing that students will enter Literacy 10 at varying ability levels, the course is

structured with flexible outcomes so that a student who possesses a functional reading

level as low as grade 4 could be successful. Depending upon their ability level upon

entry into this set of courses, students may require one or more of the Literacy courses

before they bridge to the -2 stream.

See section 5.1.3 for sequencing and recommended transfer points to English

Language Arts courses.

6.9 Literacy with Information and Communication Technology

Literacy with ICT (LwICT) is defined as “learning about and choosing ICT to critically,

creatively, and ethically use, produce, and communicate meaning.” Technology is best

infused into critical, creative, and ethical processes of inquiry across the K to 12

curriculum. LwICT demonstrates how to use technology to support classical skills of

using, creating, and sharing knowledge. LwICT calls for students to critically consider

the power of technology and its social impacts--especially social media tools with

respect to safety, respect, and privacy.

The Guide to Infusion (2012) for Literacy with ICT Across the Curriculum may be

accessed at http://www.ece.gov.nt.ca/files/Early-

Childhood/LwICT%20INFUSION%20GUIDE%20-%202012.pdf

For additional information, refer to Section 1.5.2.


http://www.ece.gov.nt.ca/files/Early-Childhood/LwICT%20INFUSION%20GUIDE%20-%202012.pdf

http://www.ece.gov.nt.ca/files/Early-Childhood/LwICT%20INFUSION%20GUIDE%20-%202012.pdf


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6.10 Locally Developed Courses

Locally developed courses must be approved by the Minister of Education, Culture and

Employment when substantial alterations of authorized courses, or new offerings, are

required to meet the educational needs of students in the NWT. Requests to modify or

develop new courses/modules are subject to Departmental guidelines and procedures.

• Instruction of a locally developed course shall not commence without the prior

approval of the Minister.

• Request must be received by October 1st for the spring semester and April 1st

for the fall semester.

• Requests for approval must be submitted through the Director/Superintendent

to the Director of Early Childhood and School Services of Education, Culture

and Employment, in accordance with the procedures outlined in section

6.10.2.

All locally developed courses at the secondary level will be designated as 15, 25 and 35

courses and may be offered for 1- 5 credits.

Jurisdictions wishing to use locally developed courses/modules previously approved for another NWT jurisdiction should obtain permission in writing from that jurisdiction and use the appropriate course code as listed in Section 5.5.

Before creating a Locally Developed Course, jurisdictions are encouraged to determine

whether there are any existing courses that could be adapted to meet the identified

need, including:

• NWT authorized courses

• Alberta authorized courses

• Locally Developed Courses from other NWT jurisdictions

• Courses authorized by another Canadian jurisdiciton



2013-2014

6.10.1 Review of Existing Locally Developed Courses

Please note that the expiry date for all Locally Developed Courses submitted prior to September 2010 is June 2014.

All remaining Locally Developed Courses will be reviewed to ensure that:

• their outcomes differ significantly from those in the revised CTS, and

• their philosophy and practices are grounded in:

o critical thinking

o balanced assessment – use of a variety of assessment tools to provide

both formative and summative assessment

o project-based, inquiry learning

o learner centered instruction

o provision for student choice

DEAs/DECs are asked to review their LDCs as listed in section 5.5 of this handbook

over the school year. All jurisdictions planning to continue to offer an approved locally

developed course must re-validate these courses prior to the expiry date, according to

the dates identified in section 6.10.2. The course must then be re-submitted for approval

to the Department of Education, Culture and Employment. Revalidation requires the

application form (Appendix B14) to be filled out and signed off by the superintendent.

6.10.2 Application Process

A revised template for Locally Developed Courses is available in Appendix B14. A Word

document version is available on the CD that accompanies this handbook. The

completed application is to be submitted electronically to [email protected].




2013-2014

The deadlines for application for Locally Developed Courses are:

October 1st, 2013 New LDCs to be offered in the second semester of the 2013-

2014 school year

April 1st, 2014 All LDCs approved prior to September 1st, 2010 must be

resubmitted in revised format to be offered in the first

semester of the 2013-2014 school year.

New LDCs to be taught in the first semester of the 2014-2015

school year

October 1st, 2014 New LDCs to be taught in the second semester of the 2014-

2015 school year

The template requires:

• Needs assessment;

• Statement of course philosophy, purpose, and rationale, including how the

course is different from existing approved course(s);

• Teacher qualifications;

• Student prerequisites;

• Identification of the enduring understanding of the course, including supporting

learning outcomes and illustrative examples;

• Enduring understandings: offer potentially engaging opportunities for

students to inquire into central concepts of a discipline that will have value

for them beyond their school experience

• Learning outcomes: student actions intended to develop the attitudes,

skills, and knowledge rooted in the enduring understandings.

• Illustrative examples: topics or content through which the learning

outcomes may be achieved



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• Major learning resources and bibliographic information - including subject

matter experts and outside resource people. Specific references are expected

– e.g. relevant chapters within a book; and

• An assessment plan designed to evaluate student achievement relative to the

outcomes,and including formative and summative assessment.

• Formative assessment – assessment for learning – includes oral and

written feedback provided to students to promote learning and growth

• Summative assessment – assessment of learning – includes authentic

assessments and tests designed to provide a basis for making

judgements about student performance

Additionally, courses and learning resources must be consistent with the Department’s

philosophy as discussed in Section 1 of this manual. The documents listed in Section

1.1 and the resources identified in Section 11.1.1 provide additional guidance.

District Education Authorities/Divisional Education Councils offering approved Locally

Developed Courses will develop, maintain and implement written policy, guidelines and

procedures for the monitoring of these courses and will make these available to the

Department for review upon request.

6.11 Northern Studies

To more effectively explore issues and develop skills related to life in the NWT,

Northern Studies curriculum ad support resources have been completely revised. The

course is composed of five modules, each accounting for 25 hours of the 125 hour

course. In the 2012-2013 school year, modules 1 to 3 were implemented in a territorial-

wide pilot and modules 4 and 5 underwent a small-scale pilot. In the 2013-2014 school



2013-2014

year, modules 4 and 5 will be in a territorial-wide pilot with full implementation in English

during the 2014-2015 school year.

In the 2013-2014 school year Northern Studies is a mandatory 5 credit course for

students studying in English. For implementation timelines for French Immersion and

Francophone students, see Section 5.1.5.

6.12 Physical Education

Three credits of Physical Education at the grade 10 level are required for graduation.

These may be taken in any of the senior high school years.

A well-balanced physical education program includes activities from each of its five

dimensions: games, individual activities, alternative environments, types of gymnastics,

and dance. Physical Education goals are supported by a school culture that encourages

healthy living.

6.12.1 Conditions for Exemptions and/or Modifications

Under specific circumstances, modifications or exemptions may be warranted for one or

more dimensions of the course. When modification is granted, alternative activities

should be substituted (where appropriate) that are consistent with the goals and

objectives of the specific dimension that is being modified.



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Category Conditions for Exemption

Procedures and Approval Process

INDIVIDUAL

Religious beliefs

• Statement in writing from parent to principal.

INDIVIDUAL

Medical

• Certificate to principal by medial practitioner with statement of activities in which the student is not able to participate.

CLASS, GRADE OR SCHOOL

Access to facilities

• Initiated by DEC/DEA or parent

• Approved by DEC/DEA • Exemption shall be

registered on the Career & Program Plan.

6.12.2 Physical Education Taken Through Home Schooling

Students schooled at home are required to provide to the school in which the student is

registered a detailed plan of physical education for this student sufficient to meet the

Physical Education 10 curriculum.

The Alberta Education Physical Education Online Website for Home Education Students Grade 7-10 may be useful in programming for home schooling students: http://education.alberta.ca/apps/physicaleducationonline/siteoverview.asp

This site is organized into three major sections:

• Program of Studies K-12

• Teacher Resources

• Home Education

This website is designed for teachers and parents to use with grade 7-10 students who

may be enrolled in a distance or home education physical education course.


http://education.alberta.ca/apps/physicaleducationonline/siteoverview.asp


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6.13 Special Projects

Special projects credits are designed to recognize work undertaken by students on an

individual or small group basis and should not be used as a means of offering credits for

unapproved courses. Students may enrol in Special Projects 10, 20, or 30 and do not

need to have obtained credits for a lower level special project to participate in a higher

level project. Students may earn Special projects credits outside of school hours,

including during the summer.

6.13.1 Purpose

Special projects credits perform two major functions:

• Students become involved in the selection, planning and organization of their

own programs.

• Students pursue activities in which they have considerate interest or ability but

which are not within the scope of the regular curriculum or the programs being

offered in the school.

Special projects credits may be applied toward the NWT Diploma. Students who

successfully complete projects are granted from 1credit to 5 credits – 1 credit for each

25 hours of work in any one semester, or full term on the approval of the principal.

These credits will be included as Electives credits on the validation statement.

6.13.2 Requirements for Special Projects Credits

The opportunity to earn special projects credits shall be available to all senior high

(grades 10 to 12) students. Special Projects Credits are not available to junior high

students.

• The content of special projects need not be related to a specific school subject.



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• If a special project is related to a specific school subject, the content of the

project must be distinct from and in addition to regular course requirements.

Schools are required to submit, in advance, a clearly planned proposal to the principal

for approval. An application form is located in Appendix B8. The proposal should

include:

• the intended project level (10, 20, 0r 30) – the selected level is based on the

depth of the learning outcomes

• the intended number of credits and instructional or practical hours for

successful completion of the project

• dated approval by the principal

• a needs assessment explaining the reason that this project is necessary,

including consideration of courses that may initially appear to, but do not

adequately address the specified needs

• project philosophy and rationale that identifies the connections that may be

made with existing approved courses and/or with activities beyond school

• required teacher, supervisor, and/or instructor qualifications

• any required student prerequisites from other subject areas

• the intended Enduring Understandings and student learning outcomes of the

project, with illustrative examples

• an assessment plan, including the weighting of the activities and the means by

which they will be assessed (e.g. rubrics)

• identification of resources that should be available for successful completion of

the project – this may include print and other media as well as resource people

and student experiences

The Senior Secondary Committee will approve the project, provide feedback if needed,

or deny the project with recommendations for an alternative.



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The principal shall retain a copy of each special project proposal until the project is

completed. Upon completion of the project, the principal will submit the form, with

student marks, to Student Records. A copy of the form must be retained in each

student’s file. Where more than one student has completed a project, other students’

marks must be erased, deleted, or blacked out.

School jurisdictions shall develop policies to ensure overall consistency and

standardization of procedures governing special projects in their schools. Evaluation

and reporting procedures should be included in the policy.

Where a project takes a student off campus, the DEA/ DEC must conduct a risk

assessment to ensure the activities are within in DEA/DEC policies.

6.13.3 Restrictions on Special Projects

Special projects credits shall not be awarded for student activities that would be

considered a normal part of extracurricular or co-curricular activities generally offered by

a school; e.g., school team sports, school newspaper, yearbook.

In instances where a student enrols in more than one special project, credits shall not

be approved unless the projects vary substantially from year to year or demonstrate

increased level of proficiency.

6.14 Work Experience

Work Experience provides students with an opportunity to see the transferability of

knowledge, skills, and attitudes learned in school to real-life application in the

workplace. It will also provide an opportunity to experience possible career options. A



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placement can also include harvesting such as hunting, fishing and trapping with a

professional hunter, fisher, or trapper. It may be arranged through the school, or

independently by the student.

Credits earned under a work experience program count towards a high school diploma

as elective credits. Under the work experience program a student can earn one high

school credit for each twenty five hours of documented work experience, up to a total of

15 credits. Documentation for credit accumulation must be filed through the school. It is

expected that students will accumulate Work Experience credits in sequence, with the

lower level as a prerequisite for the higher level. A principal may not waive prerequisites

for Work Experience credits.

Remuneration is at the discretion of the workplace supervisor /employer.

The safety of students is a primary concern of all school activities. Prior to the student

entering any work placement arranged by the school, it is the responsibility of the

DEA/DEC to conduct a risk assessment of the job placement, in accordance with

DEA/DEC and Board Operation policies, to ensure that the placement is a “safe”

working environment for the student.

6.14.1 Documentation Requirements

The parent or guardian must read and agree to the Educational Workplace Experience

Agreement (Appendix B13) and sign off in order for the student to participate in the work

placement. This form must be completed for each work placement.

A Work Experience Log (Appendix B9) is to be maintained by the student, signed by the

work place supervisor and reviewed and signed by the school supervisor.



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6.14.2 Responsibilities

Work placements are most successful when all partners are informed of their

expectations.

Successful Work Experience requires that students, the workplace partners, parents

and the school work together cooperatively and adhere to the following minimum

responsibilities.

Workplace

The supervisor must:

• Work in cooperation with the school supervisor to establish learning outcomes

and provide opportunities for the student to achieve the outcomes.

• Advise the student on safety and dress requirements.

• Provide a level of supervision adequate to ensure the safety and health of the

student.

• Confirm the hours completed by signing off the student log-book.

• Provide the performance evaluation required by the school.

• Contact the school advisor should any problem arise.

• Indicate if the student will be exposed to potentially dangerous equipment or

unhealthy work environments.

• Report all injuries requiring medical attention or fatalities to the school.

Student

The student must:

• Keep a Work Experience Log (Appendix B9) and submit it after the completion of

each 25 hours (for each credit) or as and when requested by the school

supervisor.

• Follow the established learner outcomes and strive to meet them.



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• Follow the workplace safety procedures and dress requirements.

• Inform an employer and the school in advance of any absence.

School

Student work placement files must contain the name and contact information of the

school supervisor.

The school supervisors must:

• Establish learner outcomes in cooperation with the workplace supervisor.

• Review the workplace safety procedures and dress requirements with the

student.

• Maintain contact with the student, workplace and parent/guardian.

• Contact the workplace supervisor to confirm student completion of hours.

• In consultation with the workplace supervisor, determine a percentage grade to

be submitted to Student Records.

• Act as a mediator should any problems arise.

• Ensure necessary information is entered on the workplace agreement.

• Sign the workplace agreement.

• Arrange for the principal and parent or guardian to sign the Educational Work

Experience Agreement.

• Keep a signed copy of the Educational Work Experience Agreement and place it

on the student's Student Record (permanent file).

• Since all employers must be in good standing with WSCC, the school supervisor

shall contact WSCC Employers’ Services if there is any concern regarding an

employer’s status under WSCC.



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6.14.3. Insurance Coverage

Student remuneration impacts insurance coverage. Students are considered to be

either with or without remuneration.

Students without Remuneration

For insurance purposes, students attending secondary school or on- the-job work

experience without remuneration will be deemed an employee of the

Government of the Northwest Territories under the Workers’ Safety &

Compensation Commission (WSCC).

Students Receiving Remuneration If a student is remunerated by the employer for participation in an on-the-job

work experience placement, he or she will be deemed an employee of the

employer.

6.14.4. Reporting Student Injuries

All student injuries or fatalities that occur during participation in a work placement must

be reported by the workplace supervisor to WSCC and by the school to Risk

Management & Insurance (Section 2.10.3). Severe injuries or fatalities must be reported

immediately by phone to Risk Management.

Students without Remuneration

In the case of an injury requiring medical attention or a fatality:

• The school completes a Student Accident Claim Form (Appendix C9) and

forward to Risk Management and Insurance.

• The workplace supervisor completes an Employer's Report of Injury form

(Appendix C10) and submit it to the Worker Safety and Compensation

Commission.



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• The workplace supervisor encourages the student to complete a Worker’s

Report of Injury form (Appendix C11) and submit it to the Worker Safety and

Compensation Commission.

In the event of a fatal injury, the workplace supervisor complete and submit an

Employer’s Report of Fatal Injury form (Appendix C12).

Students Receiving Remuneration

After the school is informed by the employer of the injury, the school must complete a

Student Accident Claim Form (Appendix C9) and submit it to Risk Management and

Insurance.

The employer is required to:

• Complete an Employer's Report of Injury Form (Appendix C10) and submit it to

Worker Safety and Compensation (WSCC)

• Assist the student in completing a Worker’s Report of Injury Form (Appendix

C11) and submitting it to WSCC

In the event of a fatal injury, the employer must complete an Employer’s Report for a

Fatal Injury Form Appendix C12) and submit it to WSCC.

6.14.5. Damage Claims

ECE provides limited protection to the employer from damages to tangible assets as a

result of students on a work experience program as part of their school program. This

applies to both students without remuneration and students receiving remuneration,

Claims are limited to $1000, and must be reviewed by Risk Management and approved

by the Deputy Minister of Education. For information, refer to Financial Administration

Manual (FAM) 1812 Work Experience Programs – Damage Claims available at

http://www.fin.gov.nt.ca/FAMWeb/1800%20Control%20Over%20Expenditures/1812/


http://www.fin.gov.nt.ca/FAMWeb/1800%20Control%20Over%20Expenditures/1812/


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6.14.6 Contact Information:

Risk Management Coordinator Risk Management and Insurance Section Department of Finance, GNWT P.O. Box 1320 Yellowknife NT X1A 2L9

Phone: (867) 873-7307 Fax: (867) 873-0325

Workers’ Safety & Compensation Commission 5022 49th Street 5th Floor, Centre Square Tower Box 8888 Yellowknife, NT X1A 2R3 Tel: (867) 920-3888 Fax: (867) 873-4596 Toll Free: 1-800-661-0792 Toll Free Fax: 1-866-277-3677

6.15 Work Experience Completed Independently by Students

Work Experience provides students with an opportunity to see the transferability of

knowledge, skills, and attitudes learned in school to real-life application in the

workplace. It will also provide an opportunity to experience possible career options. A

placement can also include harvesting such as hunting, fishing and trapping with a

professional hunter, fisher, or trapper. It may be arranged through the school, or

independently by the student.

Credits earned under a work experience program count towards a high school diploma

as elective credits. Under the work experience program a student can earn one high

school credit for each twenty five hours of documented work experience, up to a total of

15 credits. It is expected that students will accumulate Work Experience credits in

sequence, with the lower level as a prerequite for the higher level. A principal may not



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waive prerequisites for Work Experience credits. Documentation for credit accumulation

must be filed through the school.

Students classified as mature students (see definition in Section 8.3) are able to earn 10

credits of Work Experience at the 35 level to enable completion of the required ten

additional credits at the 30 level. The total allowable number of Work Experience credits

remains at 15.


A Work Experience Log (Appendix B9) is to be maintained by the student, signed by the

work place supervisor and reviewed by the school supervisor.


Work placements are most successful when all partners are informed of their

expectations.

Workplace

The supervisor must:

• Advise the student on safety and dress requirements.

• Provide a level of supervision adequate to ensure the safety and health of the

student.

• Confirm the hours completed by signing off the student log-book.

• Complete an evaluation of student performance over the time of the Work

Experience and submit it to the school.

• Inform the student if he/she will be exposed to potentially dangerous equipment

or unhealthy work environments.

• Report all injuries requiring medical attention or fatalities to the Workers’ Safety

and Compensation Commission (WSCC).



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Student

The student must:

• Keep a Work Experience Log (Appendix B9) and submit it after the completion

of each 25 hours (for each credit) or as and when requested by the school

supervisor.

• Follow the workplace safety procedures and dress requirements.

• Inform an employer in advance of any absence.

• Complete a self-evaluation upon completion of the Work Experience hours.

School

Student work placement files must contain the name and contact information of the

school supervisor.

The school supervisors must:

• Contact the workplace supervisor to confirm student completion of hours.

• Since all employers must be in good standing with WSCC, the school

supervisor shall contact WSCC Employers’ Services if there is any concern

regarding an employer’s status under WSCC.

• Calculate and submit a percentage mark to Student records based on the

results of the supervisor evaluation and the student self-evaluation.

6.15.3. Insurance Coverage

As a student is remunerated by the employer for participation in an on-the-job work

experience placement, he or she will be deemed an employee of the employer.



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6.15.4. Reporting Student Injuries

All student injuries or fatalities that occur during participation in a work placement must

be reported by the workplace supervisor to WSCC.

The employer is required to:

• Complete an Employer's Report of Injury Form (Appendix C10) and submit it to

Worker Safety and Compensation (WSCC)

• Assist the student in completing a Worker’s Report of Injury Form (Appendix

C11) and submitting it to WSCC

In the event of a fatal injury, the employer must complete an Employer’s Report for a

Fatal Injury Form Appendix C12) and submit it to WSCC.

6.15.5 Contact Information:

Workers’ Safety & Compensation Commission 5022 49th Street 5th Floor, Centre Square Tower Box 8888 Yellowknife, NT X1A 2R3 Tel: (867) 920-3888 Fax: (867) 873-4596 Toll Free: 1-800-661-0792 Toll Free Fax: 1-866-277-3677


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Section 7 – External Programs Approved for Credit

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Contents 7.1 Approved Army and Air Cadet Courses................................................................. 1

7.1.1 Applying for Credit .......................................................................................... 4

7.1.2 Verification ...................................................................................................... 4

7.2 Duke of Edinburgh’s Award, Youth Challenge ....................................................... 4

7.3 French Bursary/French Language and Culture Program ....................................... 6

7.4 Music – Private Study ............................................................................................ 7

7.4.1 Western Board of Music .................................................................................. 7

7.4.2 Royal Conservatory of Toronto ....................................................................... 8

7.4.3 Mount Royal College, Calgary ........................................................................ 8

7.5 Northern Youth Abroad.......................................................................................... 9

7.5.1 Application Process ........................................................................................ 9

7.5.2 Possible Credits ............................................................................................ 10

7.6 Canadian Military Training ................................................................................... 11

7.7 Professional Association of Diving Instructors (PADI) Diving Certification .......... 11

7.8 Tundra Science and Culture Camp ..................................................................... 12


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Students may participate in out-of-school programs, often in the summer, that may lead

to the awarding of high school credits. A number of these are discussed in this section.

Often, but not always, these courses are found in the Career and Technology Studies or

Fine Arts areas.

Students who participate in programs for which other jurisdictions grant credit, should

document their activities through such methods as journals, logs, or photos. In

consultation with school staff this documentation can be used to demonstrate student

mastery of specific course outcomes from existing NWT authorized courses.

7.1 Approved Army and Air Cadet Courses

The following cadet summer courses are approved for use in the NWT (revised May 2013):

CODE COURSE CREDITS

CDT1710 Military Band Basic Musician (MB-BMC) 3

CDT1711 Pipe Band Basic Musician (PB-BMC) 3

CDT1740 Basic Fitness and Sports (BFSC) 5

CDT1760 Basic Survival (BSC) 5

CDT1770 Basic Aviation (BAC) 5

CDT1810 Military Band Basic Musician Army 3

CDT1811 Pipe Band Basic Musician Army 3

CDT1812 Basic Drill and Ceremonial 3

CDT1820 Basic Marksmanship 5

CDT1840 Basic Fitness and Sport Army 3

CDT1860 Basic Expedition Army 3

Revised; June 2013 NWT SCHOOL HANDBOOK 1


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CODE COURSE CREDITS

CDT2710 Military Band Intermediate Musician (MB-IMC) 3

CDT2711 Pipe Band Intermediate Musician (MB-IMC) 3

CDT2712 Basic Drill and Ceremonial (BDCC) 3

CDT2740 Fitness and Sport Instructor (FSIC) 5

CDT2760 Survival Instructor Course (SIC) 5

CDT2791 Oshkosh Trip (OT) 3

CDT2810 Military Band Intermediate Musician Army 5

CDT2811 Pipe Band Intermediate Musician Army 5

CDT2812 Drill & Ceremonial Instructor 5

CDT2821 Air Rifle Marksmanship Instructor 5

CDT2823 Fullbore Marksmanship Phase I 5

CDT2840 Leadership and Challenge 5

CDT2841 Fitness and Sport Instructor Army 5

CDT2861 Expedition Instructor 5

CDT3710 Military Band Advanced Musician (MB-AMC) 5

CDT3711 Pipe Band Advanced Musician (PB-AMC) 5

CDT3712 Drill and Ceremonial Instructor (DCIC) 5

CDT3721 Air Rifle Marksmanship Instructor (ARMIC) 5

CDT3770 Advanced Aviation Technology – Aircraft Maintenance (AATC-AM)

5

CDT3771 Glider Pilot Scholarship (GPS) 5

CDT3772 Advanced Aviation Technology – Airport Operation (AATC-AO)

5

CDT3773 Power Pilot Scholarship (PPS) 5

CDT3774 Advanced Aviation (AAC) 3

CDT3775 Advanced Aerospace (AASC) 5



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CODE COURSE CREDITS

CDT3776 Basic Aviation Technology and Aerospace (BATAC)

CDT3790 International Air Cadet Exchange (IACE) 3

CDT3810 Military Band Advanced Musician Army 5

CDT3811 Pipe Band Advanced Musician Army 5

CDT3823 Fullbore Marksmanship Phase II 5

CDT3825 National Army Cadet Rifle Team 5

CDT3850 Army Cadet Parachute Course 5

CDT3860 Senior Expedition 5

CDT3890 Outward Bound Wales Intl Exch 5

CDT3891 Maple Leaf Intl Exchange 3

CDT3892 Outward Bound Scotland Intl Exch 3

CDT3893 F.R. of Germany Intl Exch 3

CDT3895 International Army Cadet Exchange 3

Notes on Air and Army Cadet Course codes: All Air and Army Cadet courses will

include the prefix CDT, followed by a four digit number.

The first digit, as with all other courses indicates the grade level (1 for grade 10, 2 for

grade 11, 3 for grade 12).

The second digit is 7 for Air Cadet courses, and 8 for Army Cadet courses.

The third digit will indicate the general subject area:

0 – leadership 5 – parachute

1 – music 6 – survival and expeditions

2 – marksmanship 7 – flying and aeronautics

3 – stores 9 – exchanges.

4 – physical education



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7.1.1 Applying for Credit

To receive credit for a course a student must present to the Principal, the original

cadet’s “Course Report.” Each cadet and Commanding Officer of the home unit

receives a course report at the end of summer training. Upon completion of the course

an overall pass or fail will be indicated on the course report. A passing mark entitles the

student to the approved number of credits for the course. The successful completion of

the course is recorded as a “P”, along with the course code and title when reporting to

student records at the next reporting period. If you have any questions regarding

reporting procedures, please contact the Student Records, ECE, Yellowknife at (867)

920-3409.Some restrictions apply to Cadet course credits which count towards graduation. A maximum of 15 credits can be applied to the graduation requirements. A student can submit as many courses as they have completed but only 15 credits will apply towards graduation.

7.1.2 Verification

If you require additional information or verification the Commanding Officer of the unit

can provide you with confirmation of the course report. Confirmation can also be

provided by Regional Cadet Support Unit (Northern at 867-873-0700 ext. 6757).

7.2 Duke of Edinburgh’s Award, Youth Challenge

The Duke of Edinburgh’s Award program was founded in 1956 by His Royal Highness,

the Prince Phillip, Duke of Edinburgh, and came to Canada in 1963. It encourages

youth to be active, participate in new activities, and pursue interests in four areas:

community service, personal skill development, physical recreation, and adventure



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journeys. The goals of this program are to provide a venue for personal discovery and

growth, self-reliance, perseverance, responsibility and service to community.

The Duke of Edinburgh’s Award Young Canadians Challenge is programs open to all

youth ages 14 to 25. In the NWT students can register and take part in the program for

free. Any student or faculty member can contact the D of E coordinator directly and ask

to register. Once registered the student will receive a booklet outlining the program and

tasks they must complete in order to fulfill the programs’ objectives. There are three

levels Bronze, Silver and Gold. Each level has a specific set of objectives and

challenges that can be done anywhere in the world. Participation is totally student

driven, yet in many communities there are adult leaders who act as guides to assist the

student Adult leadership training is also free and the D of E coordinator can provide

information on this training.

To find out more about this program and how to register your students contact:

The Duke of Edinburgh’s Award Youth Canadian Challenge, Division Office,

Suite #111, 4515 Bow Trail SW,

Calgary, AB,

T3C 2G3

Phone: 403-237-7476 or 1-800-668-3853

Website: www.dukeofed.org.

Students completing this program will be eligible for 5 credits for each respective

course.

• for bronze DOE1438

• for silver DOE2438

• for gold DOE3438

In order for a student to be awarded D of E credits, the student must submit their

completed program booklet to the D of E coordinator, who will sign off the booklet and


http://www.dukeofed.org/


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confirm the student has completed the program and has been awarded the medal. The

student can then present the letter of completion to the school principal who will submit

the course completion to student records.

7.3 French Bursary/French Language and Culture Program

Explore and Destination Clic are two summer programs offered by the Council of

Ministers of Education, Canada (CMEC) for five weeks during which students discover

another region of Canada and use this opportunity to improve their knowledge of

French. Tuition fees, instructional materials, meals and accommodations are paid by the

CMEC. Explore and Destination Clic offer courses adapted to the level of the

students’ abilities (as well as many activities allowing them to meet with others from

across the country who share a desire to improve their second language proficiency.

To be eligible to apply, the student must

• Be a Canadian citizen or permanent resident

• Have completed Grade 11, or be at the postsecondary level by the time the

courses begin; and

• Have been a full-time student for at least one semester during current school

year.

For more information, visit www.myexplore.ca or www.destinationclic.ca.


http://www.myexplore.ca/

http://www.myexplore.ca/


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7.4 Music – Private Study

When a student requests music credits for private study, a principal may grant 5 credits

for each of Choral Music 10 or Instrumental Music 10, Choral Music 20 or Instrumental

Music 20, Choral Music 30 or Instrumental Music 30.

Credits for work in private music study may be applied to courses in advance of the

student’s current grade level. For example, a grade 10 student who has completed the

Royal Conservatory of Toronto piano Grade 8 plus Theory II may receive credit for

FNA3425.

NOTE:

Principals shall award music credits only on the basis of official transcripts as issued

by the Western Board of Music, the Royal Conservatory of Toronto, or Mount Royal

College, Calgary, or submitted by the student. Diplomas, photocopies of diplomas, or

photocopies of transcripts are themselves insufficient for evaluation purposes.

7.4.1 Western Board of Music

Grade 10 Grade 11 Grade 12 Singing (1) Grade 6 + Theory

II FNA1420

Grade 7+ Theory III

FNA2420

Grade 8 + Theory IV

FNA3420 Electronic Organ, Pipe Organ, Organ

Grade 6 + Theory II

FNA1425

Grade 7 + Theory III

FNA2425

Grade 8 + Theory IV

FNA3425 Piano, Strings (2) Grade 6 + Theory

II FNA1425


FNA2425

Grade 8 + Theory IV

FNA3425 Woodwind, (3), Brass, (4), Percussion, Recorder

Grade 3 + Theory II

FNA1425


FNA2425

Grade 7 + Theory IV

FNA3425



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7.4.2 Royal Conservatory of Toronto

Grade 10 Grade 11 Grade 12 Singing (1) Grade 6 + Theory

I FNA1420

Grade 7 + Theory II

FNA2420

Grade 8+ Theory II FNA3420

Piano, Strings, (2) Accordion, Guitar

Grade 6 + Theory I

FNA1425

Grade 7 + Theory II

FNA2425


Woodwind, (3), Brass (4), Percussion, Recorder

Grade 4 + Theory I

FNA1425

Grade 6 + Theory II

FNA2425


7.4.3 Mount Royal College, Calgary

Grade 10 Grade 11 Grade 12 Singing (1) Grade 4+ Theory

I FNA1420

Grade 6 + Theory II

FNA2420


Piano, Strings, (2) Accordion, Guitar

Grade 6 + Theory I

FNA1425

Grade 7 + Theory II

FNA2425


Woodwind, (3), Brass (4), Percussion, Recorder

Grade 4 + Theory I

FNA1425

Grade 6 + Theory II

FNA2425


(1) All singing courses count as Choral Music 10-20-30 respectively for secondary

school credits.

(2) Strings include violin, viola, violoncello and double bass only.

(3) Woodwind includes flute, oboe, bassoon, clarinet and saxophone only.

(4) Brass includes trumpet, horn (French horn), trombone, euphonium and tuba only.



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7.5 Northern Youth Abroad

Northern Youth Abroad (NYA) enables youth aged 15 to 22 living in the Northwest

Territories, and Nunavut, to acquire employment skills and training, hands on work

experience, and high school credits through a cross cultural work and learning

experience in southern Canada and abroad. Northern Youth Abroad seeks to foster

cross-cultural awareness, individual career goals, and international citizenship in the

youth of the North by providing life-changing experiential education experiences that

promote leadership development, healthy self-confidence and self-esteem. NYA offers

two ten month program – the Canadian Program and the International Program – each

providing a combination of instruction offered in the participants home community, and

in a host community either in Southern Canada, or Sub-Saharan Africa.


Any youth between the ages of 15-21 living in the Northwest Territories is eligible to

apply for the NYA Canadian Program. Applications are available each October through

schools, recreation coordinators, and at www.nya.ca Applicants are required to

complete a written application, provide two referrals, and participate in a phone

interview. Application to the International Program is only available to graduates of the

NYA Canadian Program.

Contact information:

Rebecca Bisson Program Director 1-866-212-2307 [email protected] www.nya.ca


http://www.nya.ca/


http://www.nya.ca/


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7.5.2 Possible Credits

Participants are eligible to receive the following credits through participation in NYA;

Work Experience Credits (NYA3001 and NYA3011) are available for 1 to 5 credits each. A credit is considered to consist of 25 hours of work.

Canadian Program:

Code Course Credits

NYA1001 Program Preparation I 1

NYA2001 Orientation I 1

NYA2011 Personal Growth and Independent Living I 1

NYA3001 Volunteer Work Practicum (Southern Canada) 1 to 5

NYA2021 Re-Orientation and Follow-up I 1

International Program

Code Course Credits

NYA1011 Program Preparation and Research II 1

NYA2031 Orientation II 1

NYA2041 Personal Growth and Independent Living II 1

NYA3011 International Volunteer Work Practicum 1 to 5

NYA2051 Re-Orientation and Follow-up II 1



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7.6 Canadian Military Training

Students completing the Canadian Forces Reserve Basic Military Qualifications (BMQ)

Program my receive credit for the following courses:

WLD2070: Hunting and Game Management Practice – 1 credit

HCS2020: First Aid/CPR with AED – 1 credit

HCS3000: Workplace Safety Systems – 1 credit

HCS3010: Workplace Safety Practices – 1 credit

HSS3090: Governance and Leadership – 1 credit

Principals are asked to waive the prerequisite course of WLD1070: Hunting and Game

Management Theory to allow students to receive credit for WLD2070: Hunting and

Game Management Practice.

OR

BMQ1700 Basic Military Qualifications - 5 credits

Students wishing to apply for these credits must present their Canadian Forces course

report to the school principal, who can then forward the awarded credits to Student

Records.

7.7 Professional Association of Diving Instructors (PADI) Diving Certification

Students who complete the PADI Diver Level 2 – Autonomous Diver (ISO 24801-2) –

Open Water Diver, are eligible to receive 1 credit for LDC1435.



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7.8 Tundra Science and Culture Camp

Tundra Science and Culture Camp is a summer outdoor environmental education

program for high school students and teachers of the NWT. The program includes an

orientation in Yellowknife and ten days at the department of Environment and Natural

Resources’ Tundra Ecosystem Research Station (TERS) at Daring Lake. The Tundra

Science Camp has been in operation since 1985.

The Tundra Ecosystem Research Station was established in 1994 by the Department of

Environment and Natural Resources. The station is a multi-purpose facility whose

primary goal is to facilitate long-term environmental research and monitoring in this

region of low arctic tundra. TERS is located about 300 km north of Yellowknife on

Daring Lake near the headwaters of the Coppermine River system on the central

barrens.

Tundra Science and Culture Camp gives students a well-rounded exposure to Arctic

ecology, natural history and human history. Participants work closely with scientists,

environmental educators, on-site researchers and Dene Elders. The focus is on learning

about the land from both scientific and Dene perspectives in a cross-cultural setting.

Students learn about wild-life ecology, ornithology, plant ecology, geology, aquatic

ecosystems, archaeology and human history, and get hands-on experience with field

techniques in these disciplines. Elders teach traditional skills and their way of knowing

the land. Students also participate in on-going monitoring programs and learn from on-

site researchers about their studies. Time is provided for students to conduct their own

small-scale research project in an area of special interest. Participants also learn about

decision-making, resource management and development issues.

The cost to each participant is $300. This includes return air transportation from

Yellowknife to Daring Lake and all meals and accommodation at TERS.

A total of fifteen students are selected annually from high schools in the NWT.

Preference is given to students who have completed Experiential Science 10, Science

10, or an equivalent.


http://www.enr.gov.nt.ca/_live/pages/wpPages/Tundra_Ecosystem_Research_Station.aspx


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Student application forms are distributed to participating high schools in early April.

Completed forms are submitted to the school and the school recommends applicants to

the program coordinators by May 15. Accepted participants are notified by early June

when more information on the camp is provided.

More information on the Tundra Science Camp is available at

http://www.enr.gov.nt.ca/_live/pages/wpPages/Tundra_Science_Camp.aspx

For more information about the Tundra Science Camp contact

Public Education Specialist Tasha Stephenson at (867)873-7064 or Stephanie Yuill at

(867) 920-8975.

Information on applicable credits will be available at a later date.



mailto:[email protected]?subject=Tundra%20Science%20Camp%20Information

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Section 8 – Special Cases

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Contents

8.1 Challenge Credits .................................................................................................. 2

8.1.1 Definitions ....................................................................................................... 2

8.1.2 Guidelines ....................................................................................................... 3

8.1.3 Procedures ..................................................................................................... 4

8.1.4 Credits, and Prerequisites ............................................................................... 5

8.1.5 Aboriginal Language Challenge Credit ........................................................... 5

8.2 Evaluating Courses for Students Transferring to the NWT from Another Jurisdiction ............................................................................................................. 6

8.2.1 Document Requirements ................................................................................ 7

8.2.2 Student Placement .......................................................................................... 8

8.2.3 Eligible Courses and Credits ........................................................................... 9

8.2.4 Evaluating Achievement and Awarding and Reporting Marks ........................ 9

8.2.5 Specific Programs ......................................................................................... 13

8.2.6 Information on Other Provinces and Countries ............................................. 14

8.3 Mature Students .................................................................................................. 14

8.3.1 Earning of Credits ......................................................................................... 15

8.3.2 Graduation Requirements ............................................................................. 15

8.4 Retroactive Credits .............................................................................................. 16

8.5 Waiving of Prerequisites ...................................................................................... 18

8.6 Diploma Examination Accommodations............................................................... 19


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The Special Cases Committee addresses issues of individual students. Most frequently

these are related to:

• obtaining credits,

• evaluating students transferring to the NWT,

• approving exemptions from graduation requirements,

• and approving accommodations for diploma examinations..

This committee consists of the Chair of the Senior Secondary Committee and subject

coordinators related to the area of concern.

All correspondence with respect to Special Cases should be addressed to:

Early Childhood and School Services Division

Department of Education, Culture and Employment

P.O. Box 1320

Yellowknife, NT

XIA 2L9

Attention: Chairperson, Special Cases Committee

The committee can also be contacted by fax at (867) 873-0109 or via email at

[email protected]

The written decision of the Special Cases Committee shall be given in a timely manner

and will be deemed the final decision.




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8.1 Challenge Credits

A student may request to demonstrate proficiency at any time in any course including

those which require a Grade 12 Diploma examination. Course challenge assessment is a process which allows students, who believe they have already mastered the

curricular outcomes as stated in a course, to demonstrate that they have mastered

these outcomes and, if successful, be given a final mark and course credits. Principals

will determine whether the request is reasonable and if so, when and how the student is

to demonstrate proficiency in the knowledge, skills and attitudes as detailed in the

course curriculum.

Upon successful completion of the challenge, the principal submits written notification to

Student Records, indicating that the student receive credits for that course and the

resulting mark.

For diploma examination courses, this applies only to the school-awarded mark component. The Principal must ensure that the course challenge assessment

demonstrates that the student has acquired the skills and knowledge necessary to be

successful in the Grade 12 Diploma examination. The student must write the Diploma

examination to receive credit for the course.

8.1.1 Definitions

Course sequence refers to a sequence of courses that together comprise a complete

progression in a high school subject – see Section 5.1.3 for transfer points of core

courses

Course challenge assessment is a provision that will allow senior secondary students

to demonstrate that they have acquired the knowledge, skills and attitudes as defined

by the curriculum for a course (and are ready to demonstrate that achievement) by

participating in a summative assessment/evaluation process, be given a final mark, and,

if successful, credits in that course;



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Assessment refers to the process of performing a number of tasks and showing

samples of work that demonstrate the degree to which the student has achieved the

expected standards for the outcomes of the course.

Summative evaluation means final evaluation of all learning outcomes.

8.1.2 Guidelines

A student can attempt a particular course challenge only once. If the student is

unsuccessful, but wants credit in the course or wishes to raise his or her mark, the

student is required to take the course.

The assessment process must include at least two components including a portfolio of

the learning, a written examination, an oral examination, or a practical examination. The

selected components must be identified on the appropriate Course Challenge

Assessment form (Appendix B10 or B11).

The principal must ensure that assessment process includes strategies that will assess

all knowledge, skills and attitudes of the course in a timely and practical manner.

Students must demonstrate that they are adequately prepared for a challenge

assessment.

The results of the challenge assessment are binding and will be forwarded to the

Department of Education, Culture and Employment for inclusion on the student’s record.

Scheduling of Course challenge assessments:

• Course challenge assessment for Diploma Examination Courses must be

completed prior to the deadline for submission of marks.

• Non-Diploma Examination Course Challenge assessment can be done at the

discretion of the school principal.



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A school will not charge funded students or their families a fee for administering course

challenges.

A student who challenges the course, either successfully or unsuccessfully may

subsequently choose to take the course.

8.1.3 Procedures

The school will establish procedures to communicate to parents and students the

availability of, and procedures for, course challenges.

For requests to challenge courses not offered by the school, contact the DEC/DEA to

make arrangements with other schools that do have a process for such challenges.

The student will initiate the course challenge process, and shall take the responsibility

for providing evidence or readiness to challenge a course (e.g. a portfolio, other

collection, or documentation of work and/or experience, a recommendation from an

instructor, etc.)

Course challenge assessment must be administered by the school according to policy

only after the student is enrolled in the senior secondary school.

A student’s readiness for course challenge will be determined through consultation with

the senior secondary school principal, student, parents(s), subject teacher(s), and

counselor. The consultation must include discussion of the student’s likelihood of

successfully meeting the standard for the course, and the student’s capacity to be

successful in the course at the next level or, for 30 level courses, to be successful on

the diploma examination.

The school principal will make the final decision about the student’s readiness for the

course challenge. A Course Challenge Application form for Diploma or Non-Diploma



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Courses need to be filled out by the student/parent/principal. These forms can be found

in Appendix B10 andBA11.

The principal may assign the administration and evaluation of assessment for a course

challenge to a teacher who has expertise in the subject/course, and ideally has taught

the course.

8.1.4 Credits, and Prerequisites

Upon a student’s successful completion of a course challenge, the principal must notify

Student Records of the results.

Retroactive credit for prerequisites in the course sequence may be awarded – see

Section 8.4.

• Retroactive credits will not be awarded for those courses being challenged if

credits have already been granted at the prerequisite level.

A course challenge assessment in a diploma examination course applies only to

the school-awarded mark component of the course, and therefore will NOT result in a final course mark or in credits, until after the student successfully completes the

diploma examination for that course. Mature students may challenge a diploma

examination for 100% of the course mark (see Section 8.3).

8.1.5 Aboriginal Language Challenge Credit

These credits are not intended to replace Curriculum based courses in Tlicho, North Slavey, South Slavey, Chipewyan, Gwich’in, Inuktitut, Inuinnaqtun or Inuvialuktun.

This is an opportunity for students who are proficient in their language to obtain high

school credits for their knowledge and skills. Successful challenge of these credits



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requires a high level of proficiency beyond that which students would usually

demonstrate in a Locally Developed Aboriginal Language course (see listings in section

5.5). Proficiency in speaking, reading, and writing will be assessed separately.

Before conducting an Aboriginal Language Challenge Assessment towards awarding of

credits the principal must contact the Education Council/Authority consultant

responsible for Aboriginal language who will contact the Aboriginal Language and

Culture coordinator(s) in the Official Languages Division of the Department of

Education, Culture and Employment.

8.2 Evaluating Courses for Students Transferring to the NWT from Another Jurisdiction

The principal is responsible for the evaluation of the academic records of incoming

students.

Evaluations are conducted for four related purposes:

1. Place students in appropriate programs, grades, and levels

2. Award equivalent course credits

3. Identify remaining graduation requirements

Particular attention must be paid to possible notations relating to accommodations or modifications provided to the student. See Section 3.1 for

further details.

For additional assistance, contact the Student Records Officer at 867-920-6235 or

[email protected].




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8.2.1 Document Requirements

A Student Record for each student receiving an evaluation should be established at the

school. It should contain a copy of the High School Evaluation Report together with

photocopies of all original documents contributing to the evaluation. This record should

also include a copy of the certificate of birth. All original documents should then be

returned to the student.

A copy of the completed High School Evaluation Report (Appendix B12) and supporting

documentation must be sent to the Special Cases Committee.

After the committee has reviewed the evaluation for accuracy, the information will be

entered on the Student Record and will appear on subsequent validation statements.

An evaluation must be conducted in such a manner as not to jeopardize the future of

the student.

Evaluate the documents for validity by authenticating their origin. The most acceptable

agents of issue for official transcripts are government departments or ministries of

education. Transcripts that appear to have been issued by school principals or other

non-government agencies should be considered interim documents. Official transcripts

are required for final placement.

• Any document written in a language other than English or French should be

accompanied by a translation into the English language, which has been attested

to as being a true and exact translation of the original.

• Official documents must be presented before an evaluation is made. Usually

these are transcripts or statements of academic standing from a parent institution

in a Canadian province or in the country where the student completed the

courses

• Photocopies of documents should not be accepted in lieu of the original and

official documents. If this is unavoidable, a statement made by a recognized



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professional person, attesting it to be a true and exact copy of the original, should

accompany the photocopy in a statutory declaration.

It is often necessary to evaluate the record of a student who has attended school in

more than one jurisdiction, nationally and internationally. The student must provide

official transcripts from each jurisdiction. Each course must be evaluated based on

information provided by the original jurisdiction.

For example:

A student moves from Hong Kong to Saskatchewan, and then to the NWT. The

transcript from Saskatchewan includes courses evaluated from Hong Kong. A new

evaluation of courses taken in both Hong Kong and Saskatchewan must be done in

order to align it with NWT courses. Do not use the Saskatchewan evaluations of the

Hong Kong courses.

If a change in an evaluation needs to be made, a course correction form (Appendix B3) must be completed and submitted, and attached to the original evaluation.

8.2.2 Student Placement

When official documents are not immediately available, the principal should, on the

basis of his or her professional judgment, place the student in a suitable “starting”

program. This program should allow for the student to adjust to the NWT school

environment and, at the same time, provide the principal with an early opportunity to

observe the student's performance and verify the interim placement. The language

competence of the student in English or French should be considered in this initial

placement.



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All students, regardless of origin entering the Northwest Territories secondary school system in grade 10, 11 or 12 must complete a Career and Program Plan (CPP) (Section 6.2) appropriate to their point of entry. This also applies for mature students.

8.2.3 Eligible Courses and Credits

Only successfully completed programs or courses may be evaluated to produce NWT

equivalents.

• Recognized course levels are determined in accordance with NWT system

equivalents. This is achieved by working backwards from the years of

schooling preceding university entrance that are required in the province,

territory, or country of origin. With the exception of Quebec, other Canadian

provinces and territories use a 12-year system of education.

• There are elementary and secondary systems that span 11 and 13 years.

Such systems tend to increase or decrease post-secondary study by one

academic year and consequently require more careful evaluation in terms of

NWT equivalents. The evaluation and placement must be made on a

course-for-course and year-for-year basis with the NWT 12 year system.

8.2.4 Evaluating Achievement and Awarding and Reporting Marks

Courses completed outside the NWT should be equated with similar courses offered in

the NWT. Where an equivalent does not exist, unassigned credits may be used. The

maximum number of unassigned credits permitted is 25.

Sometimes foreign transcripts employ a numerical marking scale from 1 to 5, where 5

could represent a failure and 4 a minimum pass. Numerical designations do not need to

be converted to percentage marks.



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Do NOT submit the evaluation until all relevant documents and information have been

presented by the student or educational institution. The completed evaluation should be

forwarded to Student Records in a timely manner.

Before submitting the Secondary School Evaluation Report to Student Records, the

following items must be verified:

1. The NWT course code corresponds with the appropriate course name

2. The credit value for each course is correct

3. The total number of credits awarded is accurate

4. The principal has signed the form. When a person other than the principal has

done the evaluation, that person's name should also be legibly written on the

report. This will facilitate the correction of any errors and settling other

difficulties that may arise.

NWT students normally accumulate from 35 to 40 credits in each academic year.

However, when evaluating courses completed outside the NWT, it is often necessary to

pro-rate the credits into NWT equivalencies.

• The content of two or more courses from outside the NWT may need to be

blended to create an equivalency to an NWT course. This must be based on a

comparison of course curriculum. Prerequisite requirements for grade 12

courses must also be kept in mind.

• Courses in English Language Arts must be critically reviewed. An English

Language Arts course is not the equivalent of an English as a Second

Language course.

• Retroactive credits are not given for evaluated courses. Evidence of

successful completion of a lower level course must be provided to receive

credit for it.



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Once course equivalency is determined an “E” (meaning evaluated) will appear on the

NWT transcript for “type of course”. No mark will be assigned for courses completed

outside of the NWT or Alberta. Marks from courses successfully completed in Alberta

will be transferred to the NWT transcript.

In cases where equivalencies are difficult to determine, contact

[email protected].

The following chart identifies equivalencies for courses taken at Aurora College.

Aurora College Course NWT High School Course Equivalent

English 140 One of: English Language Arts 10-1 or 10-2 and one of English Language Arts 20-1 or 20-2

English 150 English Language Arts 30-2

English160 English Language Arts 30-1

Math 140 Common Math 10

Math 145 Math 20-2

Math 150 Math 30-2

Math 160 Math 30-1

Science 140 Science 10


Chemistry 20 Chemistry 20





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Aurora College Course NWT High School Course Equivalent


Chemistry 30 Chemistry 30


Social Studies 140 One of: Social Studies 10-1 or 10-2 and one of Social Studies 20-1 or 20-2

Social Studies 150 Social Studies 30-2

Social Studies 160 Social Studies 30-1

Students seeking scholarships or requiring marks for post-secondary entrance must

obtain official transcripts from the jurisdiction(s) where they took the original course.

Students should be advised that the evaluation of out-of-NWT transcripts for graduation

purposes may vary from a post-secondary institution’s evaluation for admission

purposes.

Students seeking admission to post-secondary institutions should present official transcripts from each jurisdiction where eligible schooling has been completed.

Secondary school graduation will not be awarded solely on the basis of the evaluation

of out-of-NWT credentials. A student in this category who wishes to obtain NWT

Graduation is required to be registered at an NWT high school and to complete a

minimum of five approved credits as prescribed by a school principal, to conform with

the NWT graduation requirements as outlined in section 5.2.



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8.2.5 Specific Programs

General Educational Development (GED) and College Level Examination Program (CLEP)

Persons possessing a Secondary School Equivalency Certificate gained through the

General Educational Development (GED) Test Program may not receive secondary

school credits. Similarly, College Level Examination Program (CLEP) results are not

acceptable for secondary school credit evaluation purposes.

International Baccalaureate Program

Students completing courses under the International Baccalaureate Program may only

receive credits consistent with those listed in Section 5.

Music -- Private Study

See Section 7.4, Music Private Study, for details.

Quebec

Secondary School Transcripts from Quebec

Quebec presents an 11 year school system, followed by a 2 or 3-year program within a

“College d'enseignement général et professionel” or CEGEP (Colleges of General and

Vocational Instruction) prior to university admission.

NIVEAU SECONDAIRE (secondary level -- Grades 7 to 11)

Première cycle (grades 7 and 8),

Deuxième cycle (grades 9 and 10 or 9 through 11)

Secondary students choose one of three streams leading to a Diplôme

d'études secondaires (DES) or SECONDAIRE V.



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Prior to 1982, the equivalent certificate was called Certificat d'études secondaires

(CES).

Students presenting a DES are eligible for NWT Grade 11 equivalents, while

presentation of first-year CEGEP courses with appropriate standings and prerequisites

may be considered for NWT Grade 12 equivalents.

The grading scale for the primary and secondary levels is 1 to 100, with 60 the minimum

passing grade.

8.2.6 Information on Other Provinces and Countries

The Council of Ministers of Education, Canada’s (CMEC) student transfer guide, which

lists graduation requirements for each province and territory, is available at

http://www.cmec.ca/282/Programs-and-Initiatives/Student-and-Teacher-

Mobility/Student-Transfer-Guide/Updated-Student-Transfer-Guide/index.html

It is assumed that a year of study elsewhere is equivalent to a year of study in the NWT.

For students transferring from other countries, it may be necessary to contact the

relevant education authority.

8.3 Mature Students

Special provisions apply to a student who, as of September 1 of the current school year:

a) is twenty-one years of age or older; or

b) is nineteen years of age and who, since reaching the age of eighteen, has

been out of school for eight consecutive months; or


http://www.cmec.ca/282/Programs-and-Initiatives/Student-and-Teacher-Mobility/Student-Transfer-Guide/Updated-Student-Transfer-Guide/index.html

http://www.cmec.ca/282/Programs-and-Initiatives/Student-and-Teacher-Mobility/Student-Transfer-Guide/Updated-Student-Transfer-Guide/index.html


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c) is the holder of a previously awarded Senior Secondary School graduation

diploma. Students who have met the graduation requirements (Section 5.2.1)

and are returning to school on September 1st of the current school year will be

given ‘mature student status’.

8.3.1 Earning of Credits

Senior Secondary School graduation credits may be earned after successfully completing:

• Approved courses offered in an accredited NWT or Alberta school or college

campus;

• Departmental Diploma examination with or without formal course instruction

8.3.2 Graduation Requirements

Development of the Career and Program Plan (CPP) is the starting point for all Senior

Secondary programming, including programming for mature students. The CPP credit will not be waived.

Mature students seeking Senior Secondary School graduation may request in writing to

the Special Cases Committee that the following courses be waived:

Course # of credits

CALM 3

Community Service 1

Physical Education 3

Northern Studies 5

Career and Technology Studies 5



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Fine Arts 3

All other graduation requirements as identified in section 5.2.1 must be met, including a

total of 100 credits.

8.4 Retroactive Credits

Students who do not achieve a passing mark of 50% in a course may continue in the

next higher grade level of that course (e.g., English 10-1 to English 20-2) subject to the

approval of the school principal. In such instances, students who successfully complete

the course in the next grade (i.e. English 20-2) will be granted credit in the prerequisite

course in that sequence (i.e., English 10-2).

School principals must advise the Student Records Office when students are entitled to

receive retroactive credits. A course correction form (Appendix B3) must be submitted

with the retroactive credits listed as “R”. The Validation Statement submitted at the end

of the semester/year will contain the record of credits awarded.

With this procedure, principals will retain the responsibility for determining eligibility for

promotion, for programming students into courses, and for reporting final marks to

students.

Note: Students will NOT receive retroactive credits if graduation requirements have previously been achieved at that grade level. For example, a student who has

successfully completed Social Studies 10-2, 20-2, and 30-2, and then challenges Social

Studies 30-1 will NOT receive retroactive credits for Social Studies 20-1 and 10-1.

A student will be awarded retroactive credits when the following criteria are met:

• The student is registered in an approved course;

• The student receives a passing grade in an approved course; and



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• The principal submits the required notification to Student Records.

The “mark” recorded for the retroactive course(s) will be “R” for “Retroactive”.

The following list identifies the courses eligible for retroactive credits under this

provision:

Course passed Course(s) eligible for retroactive credit


English Language Arts 30-1 English Language Arts 20-1 and 10-1


English Language Arts 30-2 English Language Arts 20-2 and 10-2

Français 20-1 Français 10-1

Français 30-1 Français 20-1 and 10-1

Français 20-2 Français 10-2

Français30-2 Français 20-2 and 10-2

Math 20-1 Math 10C

Math 30-1 Math 20-1 and 10C

Math 20-2 Math 10C

Math 30-2 Math 20-2 and 10C

Math 20-3 Math 10-3

Math 30-3 Math 20-3 and 10-3


Social Studies 30-1 Social Studies 20-1 and 10-1


Social Studies 30-2 Social Studies 20-2 and 10-2



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Course passed Course(s) eligible for retroactive credit

Biology 20 Science 10

Biology 30 Biology 20 and Science 10

Physics 20 Science 10

Physics 30 Physics 20 and Science 10

Chemistry 20 Science 10

Chemistry 30 Chemistry 20 and Science 10

Experiential Science 10 and Experiential Science 20 are considered individual field courses and will not be eligible for retroactive credits.

8.5 Waiving of Prerequisites

The principal may waive prerequisites for any course as long as the following conditions

are met:

• the student possesses the knowledge, skills and attitudes identified in the

waived course or program of studies;

• judgements are made on an individual basis,

• it will contribute to continued student success.

A principal may not waive prerequisites for Work Experience credits.

A student may, upon the written recommendation and written request of the school

principal, be granted retroactive credits for prerequisites that have been waived for

successfully completed core courses only. See Section 8.4.

Retroactive credits will not be granted for waived prerequisites in:

• Career and Technology Studies

• Locally Developed Courses



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• Physical Education

• fine arts courses

8.6 Diploma Examination Accommodations

There are different levels of responsibilities related to diploma examination

accommodations.

• School Responsibilities

o The Principal or designate must complete the Application for

Accommodations for Students with Special Diploma Examination Writing

Needs (Appendix D5). See Section 5.3.12 for details.

o Student, parent and school principal must sign the form

o The completed form, including list of supporting documents, such as an

current Student Support Plan or formal medical or psychometric

assessment must contain sufficient detail for district level Student Support

Coordinators to validate the request for accommodation. Note: Supporting

documents must be kept at the school, and should be readily available if

further clarification.

o The PST, in consultation with the school Principal, compiles all requests

and completes the Special Accommodations Diploma Examination

electronic Template (provided on the CD that accompanies this handbook)

and forwards it to the District Education Council/Authority (DEC/DEA)

Student Support Coordinator for review.

• Education Council/Authority (DEC/DEA) Responsibilities

o Student Support Coordinators review and confirm the need for all special

accommodations.

o Student Support Coordinators forward the approved electronic template

with the recommendations to the EC&SS Special Cases Committee by e-

mail to [email protected]




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• ECE Responsibilities

o The Special Cases Committee Chair reviews and submits the final list of

approved accommodations to the Student Records Officer for processing.

o The Student Records Officer actions the request through Alberta

Education.

Requests submitted after the deadline could result in the request not being able to be fulfilled.

• ECE Deadlines for Submission to the Special Cases Committee: o October 25th, 2013 Deadline for requesting Special Accommodations

for the January 2014 Diploma Examinations. o April 1st, 2014 Deadline for requesting Special Accommodation

for the June 2014 Diploma Examinations. o June 23rd, 2014 Deadline for requesting Special Accommodation

for the August 2014 Diploma Examinations.


Section 9 – Awards 2013-2014

Contents

9.1 Awards for Students ......................................................................................................... 1

9.1.1 Award of Excellence ....................................................................................... 1

9.1.2 Governor General’s Medals ............................................................................ 1

9.1.3 Minister’s Medals ............................................................................................ 3

9.1.4 Lester B. Pearson Scholarship ....................................................................... 3

9.2 Awards for Teachers ......................................................................................................... 4

9.2.1 Prime Minister’s Awards for Teaching Excellence .......................................... 4

9.2.2 GNWT Education Hall of Fame ....................................................................... 5


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Section 9 – Awards

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9.1 Awards for Students

Schools and District Education Councils/District Education Authorities (DEAs/DECs) are

encouraged to celebrate student achievement. Schools may have their local or regional

awards established for this purpose. The following awards are sponsored administered

by the Department of Education.

9.1.1 Award of Excellence

An Award of Excellence will be automatically noted on the Graduation Diploma of a

student who earns a final, weighted average of 80% or higher in their best 20 credits of

Grade 12 courses, (each course worth at least 2 credits) with not less than 65% in any

one of them. (Two Grade 12, 3-credit courses may be substituted for a 5-credit course).

9.1.2 Governor General’s Medals

The Bronze Governor General’s Medal is awarded annually to the graduate who

achieves the highest overall average standing in each NWT Senior Secondary School.

To be eligible a student must be enrolled in a school that offers grade 12 and follows

NWT approved curriculum as authorized by the Minister of Education. Canadian

citizenship is not a prerequisite for award of the medal.

To determine the eligibility of the student the following criteria must be used:

• The average is calculated based on the grade 11 and 12 program. Averages

must be weighted according to the number of credits awarded, i.e. # of credits x

mark, therefore a 1 credit CTS module gives 1 x 96% = 96, a five credit English

course gives 5 x 60% = 300. Take the total number of points and divide by the

total number of credits to attain the weighted average.



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• The average is calculated to two decimal places, based on the whole secondary

program, up to and including the final year of secondary education.

• The highest average cannot be anticipated: it must be calculated based on final

results, after diploma examinations including the August Session.

• No differentiation is made between general and advanced levels of courses.

• Courses taken after graduation to upgrade marks are not to be included.

• Students cannot jointly be awarded one medal.

In case of a tie, the institute must provide the Chancellery with written proof of the tie.

It is the responsibility of the school to

• determine a clear winner every year based on these directives.

• ensure that medals are presented to recipients at a suitable ceremony. Medals

should be presented on behalf, and in the name of, the Governor General. They

are not to be associated with any monetary award.

• provide the names of winners to the Chancellery immediately after presentation.

The form enclosed with the medal that is to be sent to the Chancellery by mail or

fax at (613) 991-1681. If the recipient’s name is not submitted to the

Chancellery, there is no official record to identify the recipient and any future

requests for confirmation of the award or replacement of the medal cannot be

granted.

In the event of a non-award at a particular school in a given year, the medal is to be

returned to the Chancellery with an explanation of the circumstances surrounding the

non-award. The contact information for the Chancellery is:

The Chancellery of Honours Office of the Secretary to the Governor General 1 Sussex Drive Ottawa, ON K1A 0A1 PHONE: 1 800 465-6890, FAX: (613) 949-4197 E-mail : [email protected]




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If you have any questions regarding the Governor General’s Award contact:

Chairperson, Senior Secondary Committee Department of Education, Culture and Employment Box 1320, Yellowknife, NT, X1A 2L9 Phone: (867) 873-7675 Email: [email protected]

9.1.3 Minister’s Medals

Minister’s Medals are awarded for academic achievement in Grade 12 Diploma

examinations. For each Diploma examination subject, a Medal will be awarded to the

student who receives the highest Diploma examination mark among all NWT students in

that school year for each subject with a minimum mark of 80%. The Minister's Medals

are mailed directly to the recipients after Student Records receives the final marks from

the August Diploma examination writing period. For more information contact the

Student Records Officer at (867) 920-6235

9.1.4 Lester B. Pearson Scholarship

Pearson College is one of 13 United World Colleges (UWC) schools and colleges

worldwide. Their stated mission is to make “education a force to unite people, nations

and cultures for peace and a sustainable future." Details about Pearson College and

UWC are available at http://www.pearsoncollege.ca/.

Pearson College offers a two-year pre-university International Baccalaureate (IB)

program. Information on the full IB academic curriculum is available at

http://www.pearsoncollege.ca/uploads/files/IB-Curriculum_2nd.pdf

Students attend on a full scholarship that includes tuition, room and board, worth

approximately $80,000 over two years. Every year, one student in the Northwest

Territories is eligible to receive a Lester B. Pearson College two-year scholarship.



http://www.pearsoncollege.ca/

http://www.ibo.org/

http://www.pearsoncollege.ca/uploads/files/IB-Curriculum_2nd.pdf


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Applications are made directly to the college, which forwards selected applicants to the

NWT committee. The committee reviews applications and conducts telephone

interviews with each candidate.

Applicants are usually 16 or 17 years old and in grade 11 during the year in which they

apply. Application information is available at

http://www.pearsoncollege.ca/p/?pgn=Apply&subpgn=ApplyAsCanadian&pn=ApplyAsC

anadian

9.2 Awards for Teachers

9.2.1 Prime Minister’s Awards for Teaching Excellence

The Prime Minister's Awards for Teaching Excellence recognize the efforts of

outstanding teachers in all disciplines who instill in their students a love of learning,

helping them excel and build a successful future.

The Awards, offered at the Certificate of Excellence (national) and Certificate of Achievement (regional) levels, carry cash prizes of $5,000 and $1,000 respectively.

Certificates of Excellence are awarded to the 15 top-ranked nominees, with at

least one award designated for each of the following regions: British Columbia;

Prairies; Yukon, Northwest Territories and Nunavut; Ontario; Quebec; and Atlantic

Canada.

The next 35 top-ranked nominees each receive a Certificate of Achievement.

Recipients receive program pins, as well as letters and certificates signed by the Prime

Minister.


http://www.pearsoncollege.ca/p/?pgn=Apply&subpgn=ApplyAsCanadian&pn=ApplyAsCanadian

http://www.pearsoncollege.ca/p/?pgn=Apply&subpgn=ApplyAsCanadian&pn=ApplyAsCanadian


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Program guidelines and nomination form may be accessed through

http://www.ic.gc.ca/eic/site/pmate-ppmee.nsf/eng/home

9.2.2 GNWT Education Hall of Fame

The Purpose of the Education Hall of Fame is to provide lasting recognition and

gratitude towards those who have provided exemplary service in or assistance to the

field of education. This includes anyone who supports education, from teachers to

coaches, custodians, volunteers and community businesses and sponsors.

Annually, seven individuals or groups from each region will be inducted into the

Education Hall of Fame, including one from each region and one Minister’s Choice

inductee.

Nominations are accepted from any resident of the Northwest Territoriesbeginning in

late February and must be submitted by mid-April of each year. Electronic nomination

forms are available on ECE’s website at www.ece.gov.nt.ca and at regional ECE

Service Centres and District Education Council offices.

Nomination criteria:

• Must be a current resident of the Northwest Territories, or must have been a

resident for more than 15 years, if currently residing outside the NWT

• Must have made a significant, long-term contribution to education

• Must be independently motivated by a genuine desire to make a difference

Awards will be presented near the end of May during an induction ceremony in the great

Hall of the Legislative Assembly.

For additional information, contact:

Public Affairs Officer

Education, Culture and Employment

Phone: (867) 920-3059


http://www.ic.gc.ca/eic/site/pmate-ppmee.nsf/eng/home


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Section 10 – Information for Teachers

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Contents

10.1 Northwest Territories Teacher Certification and Salary Evaluation ....................... 1

10.1.1 Teacher Certification Requirements ................................................................ 1

10.1.2 Teaching Certificate Renewal ......................................................................... 3

10.1.3 Salary Re-evaluation ....................................................................................... 3

10.1.4 Information for New Teachers ......................................................................... 4

10.1.5 Contact Information ......................................................................................... 5

10.2 Teacher Participation in Marking Grade 12 Diploma Examinations ....................... 6

10.2.1 Application Process ........................................................................................ 6

10.2.2 GNWT Department of Education, Culture & Employment Supports ............... 7

10.2.3 Alberta Education Support .............................................................................. 8

10.3 Teacher Awards and Professional Development ................................................... 8

10.3.1 Educational Leadership Program .................................................................... 8

10.3.2 Teachers Institute on Canadian Parliamentary Democracy ............................ 9

10.3.3 Encounters with Canada ................................................................................. 9

10.3.4 Tundra Science and Culture Camp ............................................................... 10

10.4 Territorial In-service Implementation Schedule ................................................... 11

10.5 NWT Teacher Induction and Mentorship Program .............................................. 14


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10.1 Northwest Territories Teacher Certification and Salary Evaluation

Before teaching in the NWT, all teachers should have a 3 year Interim Standard

Professional or 3 year Interim Vocational, Aboriginal Language, or Kindergarten

Specially certificate. If a teacher reports to duty before these are complete, please refer

to section 10.1.4.

10.1.1 Teacher Certification Requirements

There are three categories of teacher certification in the NWT. All certification is initially

issued as interim for three years.

Professional Teaching Certificate authorizes teaching of Kindergarten to and

including grade 12. Individuals must hold certification in the original jurisdiction of their

teacher education program.

Examples of acceptable degrees are:

a) A 4 or 5 year Bachelor of Education

b) A 4-year acceptable degree, which includes a minimum of one year of teacher

training (e.g. Bachelor of Arts (Education), Bachelor of Home Economics,

Bachelor Physical Education)

c) A 3-year acceptable degree (e.g. Bachelor of Arts, Bachelor of Science, etc.)

plus a minimum of one year of professional teacher training (e.g. teachers’

college, Bachelor of Education after degree program, Diploma in Education,

etc.)

d) A minimum of 12 weeks of supervised student teaching during the teacher

education program of study.

Standard Teaching Certificate authorizes teaching of Kindergarten to and including

grade 9 and is issued to individuals who have completed a minimum 2 or 3 year teacher

education program.

Revised: June. 2013 NWT SCHOOL HANDBOOK 1


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Examples of acceptable programs are:

a) Completion on a NWT Teacher Education Program

b) Completion of a 3 or 4 year teacher education program (no degree was

awarded), but certification from home province was awarded.(e.g. Nova Scotia

Teachers’ College – Associate of Education)

c) Completion of a minimum of a one-year teacher training from a Teachers’

College (phased out since the 1960s) plus 5 courses in a recognized degree

program.

Specialty Teaching Certificates

Vocational Teaching Certificate – an individual must:

a) Have a journeyman certificate from the province or territory for the

vocation which he/she wishes to teach.

b) Have successfully completed two years of work experience after

obtaining the journeyman certificate; and

c) In the opinion of the Superintendent, have successfully completed a 25

hour teacher training program.

Aboriginal Language Teaching Certificate – an individual must:

a) Be fluent in an aboriginal language;

b) Have successfully completed a test for that aboriginal language

administered by an education body;

c) Be recommended by the Superintendent;

d) Have, in the opinion of the Superintendent,

i) Successfully completed one academic year of work experience in a

classroom, or

ii) Successfully completed a 25 hour teacher training program. (e.g.

Aurora College’s Aboriginal Language and Cultural Instructor

Program – ALCIP)



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Kindergarten Teaching Certificate – an individual must:

a) Have successfully completed a two year program in early childhood

education from an education institution approved by the Registrar; and

b) Have, in the opinion of the Superintendent, successfully completed a 25

hour teacher-training program.

10.1.2 Teaching Certificate Renewal

An Interim Teaching Certificate is valid for three years. Once the three year certificate

has expired, an application and supporting documents must be submitted in order to

renew the teaching certificate every five years thereafter. Recertification application

forms must be accompanied by:

• payment of the applicable fee,

• a record of professional development activities verified by the principal, and

• a criminal record check.

Failure to receive or renew a teaching certificate may result in the removal of the

teacher from his/her teaching duties until such time as the certification process has

been completed.

Renewal forms are available in Appendix E1 and E2.

10.1.3 Salary Re-evaluation

Teachers who obtain additional qualifications from a recognized institution may qualify

for an increase in salary placement. Teachers must submit the following to the Registrar

of Teacher Certification:

• Completed Application for Salary Re-Evaluation (Appendix E3)

• Official transcripts from the education institution where their qualifications were

completed



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10.1.4 Information for New Teachers

Applications for teacher certification are to be submitted to the Registrar, Teacher

Certification and Salary Evaluation, Department of Education Culture and Employment

and must be accompanied by:

• Completed application form

• Required fee – as indicated on the application form

• Photocopy of birth or citizenship certificate

• Confirmation of employment

• Official and complete transcripts

• Verification of teaching experience

• Current official statement of Professional Standing

• Photocopy of current Canadian teaching certificate

• Proof of name change (e.g. marriage certificate) Required forms for teacher certification and information for obtaining Statement of

Professional Standing are in Appendix E.

Recognition of Credentials Received in Another Canadian Province or Territory

Chapter 7 of the Agreement on Internal Trade (AIT) requires that provincial and

territorial jurisdictions reduce the barriers for teacher mobility. It is intended to allow

any teacher who holds a teaching certificate in one province or territory to have

access to teacher certification in any other province or territory and to be eligible for

employment opportunities in the teaching profession.

A teacher who is qualified in another province or territory in Canada and who wishes

to be certified in the Northwest Territories will be asked to provide proof of a

teaching credential issued by another Canadian jurisdiction in addition to the

requirements identified in section 10.1.

Recognition of Credentials Received in Another Country

A teacher who is qualified as a teacher in another country and wishes to be certified

in Northwest Territories must submit proof of identity/citizenship/immigration



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status/or authorization to work in Canada in addition to the requirements identified in

section 10.1.

Regarding the Statement of Professional Standing – Some jurisdictions have no

central authority governing the teaching profession. In these instances we will

accept other documents confirming that your right to teach has never been

suspended or cancelled.

Applicants are required to submit original or certified copies of the required

documentation and must provide official translations for all documents if in a

language other than English.

Salary Evaluation

Salary evaluations are completed in accordance with the principles for Years of

Teacher Education (Appendix E10) and the three NWTTA Collective Agreements.

Information for the Collective Agreements may be found on the following website:

http://www.nwtta.nt.ca/en/CollectiveAgreements_27/.

Once the Registrar has completed a salary evaluation, the information is sent to the

employing Human Resource office, where appropriate adjustments are made to a

teacher’s placement on the pay grid. Should an appeal be made, it will be taken to

the NWT Teacher Qualification Service for settlement.

10.1.5 Contact Information

Registrar, Teacher Certification Department of Education, Culture and Employment Education, Operations and Development P.O. Box 1320 Yellowknife, NT X1A 2L9

Courier address: 4501 – 50th Avenue (3rd Floor, Lahm Ridge Tower)

Tel: (867) 873-7392 Fax: (867) 873-0338 Email: [email protected] Website: http://www.ece.gov.nt.ca/


http://www.nwtta.nt.ca/en/CollectiveAgreements_27/



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10.2 Teacher Participation in Marking Grade 12 Diploma Examinations

Consistent with the Memorandum of Understanding between the Ministers of Education

in the Northwest Territories and Alberta, N.W.T. teachers can, through an application

process, participate in the development of test items and marking of Grade 12 Diploma

Examinations.

ECE highly recommends the participation of NWT teachers in the marking of Alberta

Diploma Examinations and supports the application of teachers who meet the criteria for

marking.

NWT participation will be co-ordinated through the Senior Secondary Committee.


Teachers may apply to participate in the marking of diploma examinations (January and

July) in Edmonton.

• Notification to apply to the marking sessions will be sent to the principals of all

senior secondary schools in the NWT

• Qualifying teachers must:

o hold a valid Professional Teaching Certificate

o have taught the course at least two times and is currently teaching the course

in the semester in which they apply. Example: A teacher applying for the

January 2014 marking session taught the course in the 2009/2010 school

year and is currently teaching the course in the first semester of the

2013/2014 school year. This teacher meets the qualifications to mark.

• Applications must be submitted to the Department of Education, Culture and

Employment (ECE) by the teachers. The application form (Appendix E11) must

be signed by both the principal and the superintendent. Applications should be

emailed to [email protected].

• Principals and Superintendents are responsible for ensuring the eligibility of

applicants.



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• Applications for marking Grade 12 Diploma Examinations must be received by

October 15th for the January marking session and March 15th for the July

marking session.

• The selected teachers will be informed directly by ECE of their nomination to

Alberta Education.

• Alberta Education makes the final selection from the NWT nominated teachers

and contacts them directly of their acceptance or not, to participate in the diploma

examination marking session. Accepted teachers are usually notified directly by

Alberta Education 4-6 weeks after being nominated by the Department of

Education, Culture and Employment. Those not accepted are put on a ‘stand-by

waiting list’ (they may or may not be contacted). Stand-by nominees may be

contacted up to one week before the marking dates.

• Upon acceptance from Alberta Education the teacher arranges their travel through

their DEC/DEA Finance/Comptroller and advises the chairperson of the Senior

Secondary Committee of their acceptance via email to

[email protected].

• Upon return, each teacher is to file their expenses through their DEC/DEA

Finance/Comptroller for reimbursement, with a copy of the letter from Alberta

Education verifying the days of their participation. The DEC/DEA

Finance/Comptroller then invoices ECE for expenses.

10.2.2 GNWT Department of Education, Culture & Employment Supports

Travel costs will be limited to one marking session (for any one course) per teacher per

semester.

The Department supports this professional development by reimbursing the individual

through their Divisional Education Councils/District Education Authorities (DEC/DEA) for

the following:

• Economy air fare and taxi costs from airport to hotel and to marking centre

(receipts required)




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• Per diem rate for the actual marking days as per NWTTA Collective Agreement

amounts.

10.2.3 Alberta Education Support Alberta Education provides all the NWT teachers with an honorarium for their

participation in the marking of diploma examinations for both January and July sessions.

Teachers will also receive a letter from Alberta Education that states the number of days

they marked examinations. A copy of this letter must be submitted with the invoice for reimbursement of costs to the DEA/DEC.

10.3 Teacher Awards and Professional Development

Contact the local receiving officer of the Northwest Territories Teachers Association

(NWTTA) for specific information on educational conferences and conventions for the

coming school year.

10.3.1 Educational Leadership Program

The Educational Leadership Program is a 2 phase program that is designed to help

participants develop their leadership skills for use in a northern educational setting.

Each phase consists of 65 hours of class time plus a practicum. The program is based

on the NWT School Leadership Profile and is organized around key themes.

All school principals in Northwest Territories schools must complete this program to be

eligible for Principal’s Certification. The program is also open to all educators who are

not currently school principals.



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For further information, contact



Phone: 867-920-8990

NWTTA members who are GNWT employees are eligible to apply for Professional

Improvement Funding to offset the cost of this program. Teachers employed by either

the YCS or YK1 boards should check with their Superintendent for information about

financial support for taking this program. For details about reimbursement, contact the

Professional Development Coordinator with the Northwest Territories Teachers’

Association (NWTTA) at [email protected].

10.3.2 Teachers Institute on Canadian Parliamentary Democracy The Teachers Institute is a unique professional development opportunity for teachers of

governance and citizenship education. Each November, the program brings together

approximately 70 educators from across the country, for an intensive, informative,

unforgettable week on Parliament Hill. The program is subsidized to reduce costs to

those selected to participate.

Further details and application information is available at

http://www.parl.gc.ca/About/Parliament/Education/TeachersInstitute/index.asp?Languag

e=E

10.3.3 Encounters with Canada

Encounters with Canada is a youth forum for Canadians aged 14 to 17 years, located in

Ottawa, Ontario at the Terry Fox Canadian Youth Centre. Its mission is to bring together

young Canadians from all provinces and territories to our nation’s capital to discover -

through innovative, experiential learning activities - our nation’s diverse cultures,

heritage, institutions, history and leaders, as well as to explore potential career options



http://www.parl.gc.ca/About/Parliament/Education/TeachersInstitute/index.asp?Language=E

http://www.parl.gc.ca/About/Parliament/Education/TeachersInstitute/index.asp?Language=E


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– all of which will help shape them into informed and engaged citizens and leaders of

tomorrow.

Teachers may also apply to be teacher-monitors for the program. For further

information visit their website at https://www.ewc-rdc.ca/en/home.html or contact

Encounters with Canada

1805 Gaspé Avenue

Ottawa, ON K1K 0A4

Toll free: 1-800-361-0419

Telephone: 613-744-1290

Fax: 613-744-1863

10.3.4 Tundra Science and Culture Camp

Tundra Science and Culture Camp is a summer outdoor environmental education

program for high school students and teachers in the NWT. The program includes an

orientation in Yellowknife and ten days at the Department of Environment and Natural

Resources’ Tundra Ecosystem Research Station (TERS) at Daring Lake. The Tundra

Science Camp has been in operation since 1985.

The Tundra Ecosystem Research Station was established in 1994 by the Department of

Environment and Natural Resources. The station is a multi-purpose facility whose

primary goal is to facilitate long-term environmental research and monitoring in this

region of low arctic tundra. TERS is located about 300 km north of Yellowknife on

Daring Lake near the headwaters of the Coppermine River system on the central

barrens.

A total of fifteen students are selected annually from high schools primarily in the North

Slave, South Slave and Dehcho Regions. Three teachers from participating school

boards are also given the opportunity to attend.

More information on the Tundra Science Camp is available at

http://www.enr.gov.nt.ca/_live/pages/wpPages/Tundra_Science_Camp.aspx.


https://www.ewc-rdc.ca/en/home.html

http://www.enr.gov.nt.ca/_live/pages/wpPages/Tundra_Ecosystem_Research_Station.aspx



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For more information about the Tundra Science Camp contact

Public Education Specialist Tasha Stephenson at (867)873-7064 or Stephanie Yuill at

(867) 920-8975.

10.4 Territorial In-service Implementation Schedule

ECE Early Childhood & School Services (EC&SS) Division Proposed Curriculum In-Service and Subject Advisory Meeting Dates

DEC/DEA Initiated/Led Activities

Date Activity Location Contact

Aug 22-23 Tlicho CSA Behchoko Shannon Barnett-Aikman

Aug 26-30 Beaufort Delta DEC Inuvik Angela Young

Aug 28-29 South Slave DEC Hay River Brent Kaulback

Oct 2-4 Dehcho DEC – Keynote: Karen Hume

Fort Simpson Terry Jaffray

Oct. 4 YCS – Residential School – all teachers – full day

Yellowknife Mindy Willett

Feb 28 Yellowknife Catholic Schools – Keynote: Brenda Robinson

Yellowknife Johnnie Bowden

Summer 2014 Dehcho – 2 day Residential School in-service

TBA Mindy Willett

ECE Initiated/Led Activities


Sept. 6 In-service on Français and French Language Arts, Grade 9 to 12

Yellowknife Raymonde Laberge

Sept. 9 In-service on Français, Grade 2, 3, and 4



mailto:[email protected]?subject=Tundra%20Science%20Camp%20Information


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Sept. 10 In-service on French Language Arts, Grade 2 and 3


Sept. 11 In-service on French Language Arts, Grade 4, 5 and 6


Sept. 16 1 Community for ICT Supported Learning: Online Search Tools

Online (WEBEX), telephone

Blake Wile

Sept. 16 In-service on French Language Arts, Grade 7 and 8


Sept. 17 In-service on Études intégrées (écoles francophones) Grade 2/3 and 3/4


Sept. 18 pm only

In-service on Grade 5 Sciences humaines

Yellowknife for Yellowknife teachers, by teleconference for others

Raymonde Laberge

Sept. 20 In-service on Kindergarten and French Language Arts Grade 1


Oct 1-2 Career Focusing training Behchoko Elaine Stewart

Oct. 7 pm only

In-service on Lecture guidée, Grade 2 and 3


Oct 7-10 Career Focusing training Behchoko Elaine Stewart

Oct. 8 1 Community for ICT Supported Learning: Online Safety and Literacy


Blake Wile

Oct. 8 In-service on Lecture guidée, K to 3

École Boréale, Hay River

Raymonde Laberge

Oct. 10 & 11 In-service for French monitors Yellowknife Raymonde Laberge

Oct. 21 & 22 NWT Principals’ Conference Yellowknife Joanne McGrath

Nov. 6 1 Community for ICT Supported Learning: Blogging in Education


Blake Wile



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Dec 4 & 5 Student Services Coordinators – Early Development Instrument

Yellowknife TBA

Dec. 5 1 Community for ICT Supported Learning: Virtual Display Boards and Rooms for Learning Fairs


Blake Wile

Jan. 20 1 Community for ICT Supported Learning: Digital Storytelling with PowerPoint


Blake Wile

TBA in Jan or Feb

Literacy Coordinators working group

Yellowknife Susan Catlin

Feb. 11 1 Community for ICT Supported Learning: Wikis in Education


Blake Wile

Mar. 12 1 Community for ICT Supported Learning: Self-Published Books


Blake Wile

Apr. 10 1 Community for ICT Supported Learning: Creative Commons – Easier to use copyleft instead of copyright!


Blake Wile

May 12 1 Community for ICT Supported Learning: Cartooning with Digital Images


Blake Wile

1 ICT Supported Learning Sessions will all be conducted on-line. More information about the sessions is available on the CD version of this handbook in ________________________. To register for any of these sessions, email Blake Wile ([email protected]) at least one week before. Additional videoconferences may be scheduled upon request for schools that have access to a video conferencing unit. Teachers are also encouraged to learn more about ICT Supported Learning or to contribute online to a discussion about ICT-supported learning, by visiting the NWT teacher learning communities wiki


http://en.wikipedia.org/wiki/Copyleft


https://nwtteacherlearningcommunities.wikispaces.com/home

https://nwtteacherlearningcommunities.wikispaces.com/home


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10.5 NWT Teacher Induction and Mentorship Program

The NWT Teacher Induction Program provides a variety of planned supports for new

and beginning teachers in their first year of teaching in the NWT. A new teacher is one

who has previous teaching experience but is in his/her first year in the NWT; a

beginning teacher is one who is in his/her first year of the profession.

Goals of the Induction Program are to:

• improve teacher performance

• retain teachers in the profession

• increase student achievement

• promote the personal and professional well-being of the new and beginning

teachers

• transmit the culture of the system to the new and beginning teachers

This program is a formalized partnership between an experienced Northern teacher, the

mentor, and a teacher new to the profession or new to the NWT, the protégé. The

mentor, supported by the Department and the DEA/DEC is trained to guide and support

the protégé during his/her first year of teaching in the NWT.

Benefits for the New Teacher include

• Access to the knowledge, experience, and support of a mentor teacher

• Accelerated success and effectiveness

• Increased personal and professional well-being

• Enhanced commitment to students, school, community and profession

For further information contact:



Phone: 867-920-8990


Section 11 – Resources

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Contents

11.1 Documents ............................................................................................................ 1

11.1.1 Handbooks and Reference Guides ................................................................. 1

11.1.2 Research Reports ........................................................................................... 3

11.2 Contacts ................................................................................................................ 3

11.2.1 Schools ........................................................................................................... 3

11.2.2 Aurora College Campuses .............................................................................. 9

11.2.3 Divisional Education Councils/Authorities ..................................................... 10

11.2.4 Education, Culture and Employment Contacts ............................................. 11

11.2.5 Regional Career Development Officers ........................................................ 12

11.2.6 Northwest Territories Teachers’ Association (NWTTA) ................................. 14

11.2.7 Union of Northern Workers (UNW) Contacts ................................................ 14

11.3 Websites .............................................................................................................. 15

11.3.1 Ministries of Education .................................................................................. 15

11.3.2 Professional Associations and Resources .................................................... 16


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11.1 Documents

In addition to the documents identified in Section 1.1 – Essential Documents, the

following is a list of documents that should be in your school to assist in planning and

operations:

11.1.1 Handbooks and Reference Guides

Document name Location On CD

Access to Information and Protection of Privacy (ATIPP) Act

May be accessed through http://www.justice.gov.nt.ca/Legislation/SearchLeg&Reg.shtml

Anaphylaxis: A Handbook for School Boards

http://www.calgaryallergy.ca/Articles/English/Adobe/anaphandbook.pdf or http://www.health.gov.bc.ca/cpa/publications/anaphylaxis.pdf

Dealing with Child Abuse: A Handbook for School Personnel, 2012

To be supplied to schools and DEC/DEAs by September 30, 2012, http://www.ece.gov.nt.ca/files/Early-Childhood/Complete%20DWCA%20Handbook%20Aug%202012.pdf

Dene Kede and accompanying Trails to Becoming (CD)

Distributed to schools and DEA/DECs, http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/aboriginal-languages

Divisional Board Policies and Regulations


In

Education Act and

Regulations folder

Honouring The Spirit of Our Children: Handbook for School Counselling Programs, January 2004

http://www.ece.gov.nt.ca/files/K-12/Student-Support/honouring_the_spirit_of_our_children_-_a_framework_for_school_counselling_programs.pdf

Human Resources Manual

Available through links at http://www.hr.gov.nt.ca/policy/hrm/




http://www.calgaryallergy.ca/Articles/English/Adobe/anaphandbook.pdf

http://www.calgaryallergy.ca/Articles/English/Adobe/anaphandbook.pdf

http://www.health.gov.bc.ca/cpa/publications/anaphylaxis.pdf

http://www.health.gov.bc.ca/cpa/publications/anaphylaxis.pdf

http://www.ece.gov.nt.ca/files/Early-Childhood/Complete%20DWCA%20Handbook%20Aug%202012.pdf



http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/aboriginal-languages









http://www.hr.gov.nt.ca/policy/hrm/


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Influenza Tool Kit

Inuuqatigiit Distributed to schools and DEA/DECs http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/curriculum-k-12/aboriginal-languages#inuuqatigiit

Northwest Territories School Emergency Response Guidelines

Distributed to schools and DEA/DECs

Northwest Territories Teachers’ Association Handbook

Supplied to schools, Regional Presidents, and Local Receiving Officers by the NWTTA and accessible on the NWTTA website through Member Area access (requires login)

Power School Handbook

Supplied to schools and DEA/DECs by ECE

Prevention to Collaborative Intervention

Supplied to schools and DEA/DECs by ECE http://www.ece.gov.nt.ca/files/Early-Childhood/handbook/Section%202%20documents/Prevention%20to%20Collaborative%20Intervention%202012.pdf

Programming for Student Success

Supplied to schools and DEA/DECs by ECE Available at http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/inclusive-schooling-and-student-support-0 as IEP Guidelines for Development 2006 IEP Toolbox 2006 SSP Guidelines for Development 2006 SSP Toolbox 2006 Program Support Guide

Union of Northern Workers Regulations 2012


Worker’s Compensation General Regulations


Worksite Hazardous Material Information System Online Training

May be accessed through http://gosafety.ca/store/catalog.php?item=5&utm_source=AdWords&utm_medium=cpc&utm_campaign=OntarioWHMIS





http://www.ece.gov.nt.ca/files/Early-Childhood/handbook/Section%202%20documents/Prevention%20to%20Collaborative%20Intervention%202012.pdf




http://www.ece.gov.nt.ca/early-childhood-and-school-services/school-services/inclusive-schooling-and-student-support-0



http://www.ece.gov.nt.ca/files/Early-Childhood/IEP%20Guidelines%20for%20Development%202006.pdf

http://www.ece.gov.nt.ca/files/Early-Childhood/IEP%20Toolbox%202006.pdf

http://www.ece.gov.nt.ca/files/Early-Childhood/SSP%20Guidelines%20for%20Development%202006.pdf

http://www.ece.gov.nt.ca/files/Early-Childhood/SSP%20Toolbox%202006.pdf

http://www.ece.gov.nt.ca/files/Early-Childhood/Program%20Support%20Guide%202008.pdf





http://gosafety.ca/store/catalog.php?item=5&utm_source=AdWords&utm_medium=cpc&utm_campaign=OntarioWHMIS




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Worksite Hazardous Material Information System Regulations

May be accessed through http://www.justice.gov.nt.ca/Legislation/SearchLeg&Reg.shtml (under Safety Act)

11.1.2 Research Reports

• School Health Research: Health Behaviours, Attitudes and Knowledge of

Young People in the Northwest Territories

• Lessons for All: Factors Contributing to Early School Leaving in the Northwest

Territories

• NWT Education Renewal and Innovation Discussion Paper (2013)

• NWT School Relationship Survey

• Student Support Needs Assessment 2000 Territorial Report

• Student Support Needs Assessment 2008 Technical Report

• Response to the Student Support Needs Assessment 2007 January 2009

11.2 Contacts

11.2.1 Schools





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Community School Grades Address Postal code Principal Telephone Fax

Aklavik Moose Kerr School

K-12 Box 120 X0E 0A0 Velma Illasiak

867-978-2536 867-978-2829

Behchokö Chief Jimmy Bruneau School

K-12 Bag #1 X0E 0Y0 Patti Turner 867-371-4511 867-371-3083

Behchokö Elizabeth Mackenzie Elementary

8-12 Bag #2 XOE OYO

John Gouthro

867-392-6078 867-392-6080

Colville Lake

Colville Lake School

K-12 Box 52 X0E 0V0 Crystal MacArthur

867-709-2300 867-709-2311

Dettah (Dettah)

Kaw Tay Whee School

K-9 Box 40, Yellowknife

X1A 2N1 Lea Lamoureux

867-873-4303 867-873-4420

Deline ?ehtseo Ayha School

K-12 Box 179 X0E 0G0 Ron Cleary 867-589-3391 867-589-4020

Fort Good Hope

Chief T'Selehye School

K-12 Box 99 X0E 0H0 Lee Wood 867-598-2288 867-598-2025

Fort Liard Echo-Dene School

K-12 General Delivery

X0G 0A0 William Gowans

867-770-4486 867-770-3300

Fort McPherson

Chief Julius School

K-12 Box 26 X0E 0J0 Shirley Snowshoe

867-952-2131 867-952-2516

Fort Providence

Deh Gáh Elementary & Secondary School

K-12 Box 320 X0E 0L0 Lois Philipp 867-699-3131 867-699-3525



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Fort Resolution

Deninu School K-12 General Delivery

X0E 0M0 Kate Powell 867-394-4501 867-394-3201

Fort Simpson

Bompas Elementary School

K-6

Box 499 X0E 0N0 Kelley Andrews-Klein

867-695-2609 867-695-2639

Fort Simpson

Thomas Simpson Secondary School

7-12 Box 252 X0E 0N0 Freda Blyth 867-695-3320 867-695-3330

Fort Smith Joseph Burr Tyrrell School

K-6* K-6**

P.O. Bag #1 23 McDougal Road

X0E 0P0 Craig Walsh 867-872-4528 867-872-2448

Fort Smith P.W. Kaeser High School

7-12 Box 480 97 Conibear Crescent

X0E 0P0 Allan Karasiuk

867-872-4795 867-872-3039

Gamètì Jean Wetrade Gamètì School


X0E 1R0 Brendan Mulcahy

867-997-3600 867-997-3084

Hay River Harry Camsell Elementary School

K-3 54 Woodland Drive

X0E 0R8 Carolyn Carroll

867-874-2389 867-874-6271

Hay River Reserve

Chief Sunrise Education Centre

K-12 Box 3055 X0E 1G4 Christina Steen

867-874-6444 867-874-3678



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Hay River Diamond Jenness Secondary School

8-12 58 Woodland Drive

X0E 0R8 Heather Pedjase

867-874-6538 867-874-3163

Hay River Princess Alexandra School

4-7 56 Woodland Drive

X0E 0R8 Carolyn Carroll

867-874-6871 867-874-3211

Hay River École Boréale K-12***

145 Promenade Riverview

X0E 0R8 Stephane Millette

867-874-6972 867-874-6912

Inuvik East Three Secondary School

7-12* 7-12**

Bag Service #3

X0E 0T0 Deborah Maguire

867-777-7170 867-777-4390

Inuvik East Three Elementary School

K-6* K-6**

Box 1470 X0E 0T0 Janette Vlanich

867-777-7180 867-777-2261

Jean Marie River

Louie Norwegian School


X0E 0N0 Kent Bratton

867-809-2030 867-809-2071

Kakisa Kakisa Lake School

K-9 Box 4426 Hay River

X0E 1G3 Reed Smith

867-825-2026 867-825-2905

Lutsel K'e Lutsel K'e Dene School

K-12 Box 80 X0E 1A0 Sheila Kavanagh

867-370-3131 867-370-3017

Nahanni Butte

Charles Yohin School


X0E 0N0 Jeffery Planetta

867-602-2200 867-602-2202



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Norman Wells

Mackenzie Mountain School

K-12 Box 270 X0E 0V0 Michael Duclos

867-587-2286 867-587-2118

Paulatuk Angik School K-12 Box 100 X0E 1N0 Russell Hancock

867-580-3201 867-580-3105

Sachs Harbour

Inualthuyak School


X0E 0Z0 Terry Davidson

867-690-4241 867-690-3500

Tsiigehtchic Chief Paul Niditchie School


X0E 0B0 Darcy Douglas

867-953-3211 867-953-3705

Trout Lake Charles Tetcho School

K-9 Box 60 X0E 1Z0 Steven Macfayden

867-206-2242 867-206-2516

Tuktoyaktuk Mangilaluk School

K-12 Box 5000 X0E 1C0 Agnes Cudmore

867-977-2255 867-977-2532

Tulita Chief Albert Wright School

K-12 Box 126 X0E 0K0 George Comden

867-588-4361 867-588-3912

Ulukhaktok Helen Kalvak Elihakvik

K-12 Box 162 X0E 0S0 Geoff Buerger

867-396-3804 867-396-3054

Wekweètì Alexis Arrowmaker School

K-9 Box 70 X0E 1W0 Sidney Rodnunsky

867-713-2100 867-713-2200

Whatì Mezi Community School


X0E 1P0 John Sarapnickas

867-573-3131 867-573-3063



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Wrigley Chief Julian Yendo School


X0E 1E0 Blair Sellars 867-581-3401 867-581-3131

Yellowknife École Allain St-Cyr

K-12***

48 Taylor Road

X1A 3X2

Yvonne Careen

867-873-3223 867-920-4647

Yellowknife École J.H. Sissons School

K-5**

5700 - 51A Avenue

X1A 1G7 Paul Bennett 867-873-3477 867-873-4535

Yellowknife Mildred Hall Elementary School

K-8 5408 - 50th Avenue

X1A 1E5 Dawn Cosman

867-873-5811 867-920-2931

Yellowknife N.J. Macpherson School

K-5 525 Range Lake Road

X1A 3X1 Shirley Zouboules

867-873-4372 867-873-4638

Yellowknife Range Lake North School

K-8 170 Borden Drive

X1A 3R1 Michelle Krause

867-920-7567 867-920-4778

Yellowknife Ecole William McDonald School

6-8* 6-8**

50 Taylor Road

X1A 3X2 Rachell Simmons

867-873-5814 867-873-4671

Yellowknife Ecole Sir John Franklin High School

9-12* 9-12**

Box 1200 X1A 2N8 Ed Lippert 867-669-0773 867-873-3630

Yellowknife K'álemì Dene School

K-12 Box 236 X1A 2N2 Eileen Erasmus

867-920-7260 867-669-7762



2013-2014


Yellowknife Weledeh Catholic School

K-8 Box 1650 X1A 2P2 Simone Gessler

867-873-5591 867-873-8578

Yellowknife École St. Patrick High School

9-12* 9-12**

Box 2880 X1A 2R2 Coleen McDonald

867-873-4888 867-873-5732

Yellowknife École St. Joseph School

K-8* K-8**

Box 728 X1A 2N5 Gillian Dawe-Taylor

867-920-2112 867-873-9207

*English **French Immersion ***French First Language

11.2.2 Aurora College Campuses

Community & Campus Address Postal code Contact Telephone Fax Fort Smith Thebacha Campus

P.O. Box 600 X0E 0P0 Joan Langevin 867-872-7509 867-872-2850

Inuvik Aurora Campus

P.O. Box 1008 X0E 0T0 Roberta Cardinal 867-777-7802 867-777-2850

Yellowknife YK Campus

Bag 9700 5004 54th Street

X1A 2R3 Sarah Tilley 867-920-3032 867-873-0333



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11.2.3 Divisional Education Councils/Authorities

BEAUFORT-DELTA Bag Service #12, Inuvik, X0E 0T0 867-777-7136 http://www.bdec.nt.ca fax 777-2469

9 schools: Aklavik, Fort McPherson, Inuvik, Paulatuk,

Sachs Harbour, Tsiigehtchic, Tuktoyaktuk, Holman

COMMISSION SCOLAIRE FRANCOPHONE DE DIVISION Casier postal 1980, Yellowknife, X1A 2P5 867-873-6555

http://www.csftno.com/ (3 schools) fax 873-5644

École Boréale (Hay River), École Allain St-Cyr (Yellowknife)

DEHCHO Box 376, Fort Simpson, X0E 0N0 867-695-7300 http://www.dehcho.nt.ca/ fax 695-7348

9 schools: Fort Liard, Fort Providence, Fort Simpson, Kakisa

Lake, Jean Marie River, Nahanni Butte, Trout Lake, Wrigley

TLICHO Bag Service #5, Behchokö, X0E 0Y0 867-392-3000 http://www.tlicho.ca/ fax 392-3001

5 schools: Behchokö (Rae Edzo), Wekweètì (Snare Lake),

Gamètì (Rae Lakes), Whatì

SAHTU Box 64, Norman Wells, X0E 0V0 867-587-3450 http://www.sahtudec.ca/ fax 587-3467

5 schools: Colville Lake, Deline, Fort Good Hope,

Norman Wells, Tulita


http://www.bdec.nt.ca/

http://www.csftno.com/


2013-2014

SOUTH SLAVE Box 510, Fort Smith, X0E 0P0 867-872-5701 http://www.ssdec.nt.ca/ fax 872-2150 8 schools: Fort Resolution, Fort Smith, Hay River, Lutsel K'e

YELLOWKNIFE EDUCATION DISTRICT No. 1 Box 788, Yellowknife, X1A 2N6 867-766-5050 http://www.yk1.nt.ca/ fax 873-5051

6 schools: École J.H. Sissons School, Mildred Hall Elementary

School, N.J. Macpherson School, Range Lake North School,

Ecole William McDonald School, Ecole Sir John Franklin High School,

provides superintendency services to community schools: Kaw

Tay Whee School (Dettah) and K'álemì Dene School (Ndilo )

YELLOWKNIFE PUBLIC DENOMINATIONAL DISTRICT Box 1830, Yellowknife, X1A 2P4 867-766-7400 http://www.ycs.nt.ca/ fax 766-7401

(3 schools): Weledeh Catholic School, École St. Patrick

High School, École St. Joseph School

11.2.4 Education, Culture and Employment Contacts

Education Operations Division

Student Records Officer 867-920-6235

Records & Systems Support Officer 867-920-8939

Fax: 867- 873-0499


Teacher Certification Registrar 867-873-7392

[email protected]


http://www.ssdec.nt.ca/

http://www.yk1.nt.ca/

http://www.ycs.nt.ca/




2013-2014

Early Childhood and School Services Division

Initial inquiries should be directed to District Education Council/Authority staff.

If District Education Council/Authority staff require additional information or clarification,

they should contact the appropriate coordinator at 867-873-7176.

11.2.5 Regional Career Development Officers

Headquarters Apprenticeship and Occupational Certification, College and Career Development, Education, Culture and Employment, Government of the NWT, Lahm Ridge Tower – 1st Floor 4501-50th Street, Box 1320, Yellowknife NT X1A 2L9,

Phone: (867) 873-7357 Fax: (867) 873-0200

Toll Free: 1-866-532-9240 E-mail: [email protected]

Dehcho Region ECE Service Centre Education, Culture and Employment – Government of the NWT Box 740 9802 Antoine Drive Fort Simpson, NT X0E 0N0 Phone: (867) 695-7332 Fax: (867) 695-7351

Inuvik Region

ECE Service Centre Education, Culture and Employment Government of the NWT Mack Travel Building, 2nd Floor Bag Service #1 Inuvik, NT X0E 0T0 Phone: (867) 777-7112 Fax: (867) 777-7218




2013-2014

North Slave Region

Canada/NWT Service Centre Education, Culture and Employment Government of the NWT Greenstone Building - 110, 5101 - 50TH AVE Box 1320 Yellowknife, NT X1A 2L9 Phone: (867) 766-5100 Fax: (867) 873-0423

Sahtu Region

ECE Service Centre Education, Culture and Employment Government of the NWT Box 147 Norman Wells, NT X0E 0V0 Phone: (867) 587-7161 Fax: (867) 587-2612

South Slave Region ECE Service Centre Education, Culture and Employment Government of the NWT Sweetgrass Building Box 1406 Fort Smith, NT X0E 0P0 Phone: (867) 872-7435 Fax: (867) 872-4507

ECE Service Centre Education, Culture and Employment Government of the NWT Courthouse Building 8 Capital Drive Hay River, NT X0E 1G2 Phone: (867) 874-5050 Fax: (867) 874-5062



2013-2014

11.2.6 Northwest Territories Teachers’ Association (NWTTA)

P.O. Box 2340

5018-48 Street

Yellowknife, NT X1A 2P7

Phone: 867-873-8501

Fax: 867-873-2366

Website: www.nwtta.nt.ca

GNWT Professional Development Coordinator Phone: 867-873-5759

GNWT Professional Development Coordinator Fax: 867-873-2590

President [email protected]

Executive Director [email protected]

Assistant Executive Director [email protected]

Central Professional Development Coordinator [email protected]

Executive Assistant/General Inquiries [email protected]

11.2.7 Union of Northern Workers (UNW) Contacts

Phone: 867-873-5668 extension 0

Fax: 867-920-4448

Toll free: 1-877-906-4447

Website: http://www.unw.ca/home


http://www.nwtta.nt.ca/






http://www.unw.ca/home


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11.3 Websites

11.3.1 Ministries of Education

Alberta Education http://education.gov.ab.ca British Columbia Ministry of Education http://www.gov.bc.ca/bced/ Council of Ministers of Education, Canada http://www.cmec.ca Manitoba Department of Education and Literacy http://www.edu.gov.mb.ca/ New Brunswick Ministry of Education and Early Childhood Development http://www.edu.gov.on.ca/eng/relsites/oth_prov.html Newfoundland and Labrador Ministry of Education http://www.ed.gov.nl.ca/edu/ Nova Scotia Ministry of Education and Culture http://www.ednet.ns.ca/ Nunavut Department of Education http://www.edu.gov.nu.ca/apps/authoring/dspPage.aspx?page=home Ontario Ministry of Education http://www.edu.gov.on.ca/eng/ Prince Edward Island Ministry of Education and Early Childhood Development http://www.gov.pe.ca/education/index.php3 Quebec Ministry of Education, Recreation, and Sports http://www.mels.gouv.qc.ca/index_en.asp Saskatchewan Ministry of Education http://www.education.gov.sk.ca/ Yukon Education http://www.education.gov.yk.ca/


http://education.gov.ab.ca/

http://www.gov.bc.ca/bced/

http://www.cmec.ca/

http://www.edu.gov.mb.ca/

http://www.edu.gov.on.ca/eng/relsites/oth_prov.html

http://www.ed.gov.nl.ca/edu/

http://www.ednet.ns.ca/

http://www.edu.gov.nu.ca/apps/authoring/dspPage.aspx?page=home

http://www.edu.gov.on.ca/eng/

http://www.gov.pe.ca/education/index.php3

http://www.mels.gouv.qc.ca/index_en.asp

http://www.education.gov.sk.ca/

http://www.education.gov.yk.ca/


2013-2014

11.3.2 Professional Associations and Resources

Alberta Assessment Consortium (AAC) http://www.aac.ab.ca/ Association for Supervision and Curriculum Development (ASCD) http://www.ascd.org/Default.aspx Canadian Association of Principals (CAP) http://cdnprincipals.org/ International Reading Association (IRA) http://www.reading.org/ (North of 60 Council. Director of Membership Development:

[email protected]) Ontario Institute for Studies in Education http://www.oise.utoronto.ca/oise/Home/index.html WNCP website www.wncp.ca


http://www.aac.ab.ca/

http://www.ascd.org/Default.aspx

http://cdnprincipals.org/

http://www.reading.org/


http://www.oise.utoronto.ca/oise/Home/index.html

http://www.wncp.ca/

Appendices

2013-2014

Appendix A – Information



A3 Literacy with ICT - French

A4 Literacy with ICT – English









Revised: June. 2013 SENIOR SECONDARY SCHOOL HANDBOOK

Appendices

2013-2014

Appendix B – Students Records and Program Forms

B1 Request for GNWT Student Identification Number













B14 LDC Application Template


Appendices

2013-2014

Appendix C – Other Forms

C1 Loss or Claim Reporting General Information

C2 School Excursions Form












C14 Request for Exemption from Insurance requirements



Appendices

2013-2014

Appendix D – Diploma Examination Forms

D1 Diploma Examination Registration Form


D3 Request for Separate Writing Form






Appendices

2013-2014

Appendix E – Forms for Teachers

E1 Application to Renew 5 yr Standard Professional

E2 Application to Renew 5 yr Vocational, ALS, or Kindergarten











2013-2014


Appendix A - Information

2013-2014



A3 Literacy with ICT - French

A4 Literacy with ICT – English










2013-2014



2013-2014

Appendix A1 – Summaries of Ministerial Directives

1.1 Essential Documents


2013-2014


Appendix A1 – Ministerial Directives

2013-2014

All directives are available in PDF format on the CD that accompanies this handbook in a folder named Directives.

Directive Date Purpose of Directive Student Assessment,

Evaluation, and

Reporting

2010 To provide guidelines for the fair assessment evaluation of students that

provides valuable information on student success in relation to curriculum

expectations and identify areas of strength and challenges at the student,

school, district education authority, divisional education authority, and territory-

wide level.

NWT School

Improvement and

Reporting Directive

and Framework

2010 To provide direction to support schools in a continual and relevant planning

process that is evidence-based and student-focussed through a collaborative

planning model with a strong focus on learning and quality teaching.

Inclusive Schooling 2006 To provide direction to education bodies and their associated personnel

regarding educational programming and required support services for all

students in their jurisdiction related to:

• access

• appropriateness

• accountability, and

• appeals.



2013-2014

Directive Date Purpose of Directive Addendum to Directive

on the Release of

Alberta Achievement

Test Results

2006 Further clarification on the release of AAT results.

Release of Alberta

Achievement Test

Results

2005 Alberta’s Provincial Achievement Tests are administered annually to students in

grades 3, 6, and 9 in mathematics and language arts. This directive provides

guidelines to protect the privacy of individual students.

Criminal Records

Checks Upon

Recertification

2006 As a safeguard for the protection of children in schools in the Northwest

Territories the Registrar shall ensure criminal record checks are conducted as

part of the certification and recertification process for every teacher in the

Northwest Territories.

Standardized Testing –

Alberta Achievement

Testing

2004 To ensure system-wide information on student achievement is collected and

reported for Alberta Achievement Testing in Mathematics and Language Arts in

Grade 3, 6 and 9.

Aboriginal Language

and Culture Based

Education

2004 To:

• give direction and ensure accountability for the use of the funding provided by

the GNWT to divisional education councils and district education authorities for

language and cultural programming;



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Directive Date Purpose of Directive

Aboriginal Language

and Culture Based

Education – cont.

• provide direction for planning and supporting Aboriginal language and culture

programming in the NWT schools; and

• ensure the school system supports and reflects Aboriginal language and

culture-based education

by setting out a framework for planning, developing, delivering, supporting and

evaluating Aboriginal language and culture-based education programming in the

NWT schools.

This directive also clarifies the roles and responsibilities related to the

establishment of culture-based education programs, as a foundation for education

in the NWT.

Evaluation and

Promotion of

Professional Growth

for Teachers in the

NWT

2004 To ensure that a system-wide process of supervision, support and development

is in place for teachers working in Northwest Territories schools.

School Fees for Treaty

Rights Holders

2003

(clarification

in 2004)

To ensure school administrators are aware that treaty rights for Aboriginal

students prevail over the rights of education bodies with respect to fees for

education applied under Sections 117(1)(h) and 118(1)(b) of the Education Act.

Career Development 2001 To provide guideline for the delivery of quality career development education,



2013-2014

Directive Date Purpose of Directive Across the Lifespan programs, and services that provide people with the tools, resources, and

opportunities to be self-directed in their work/life through contributions that bring

personal meaning and satisfaction to themselves and their community.

Management of

Information in the

Student Record and

Other Records

Pertaining to Students

1998 To provide direction to DECs, DEAs and schools to ensure that their records

management procedures are consistent with Access to Information and

Protection of Privacy Act (ATIPP) and to integrate the requirements of other

guiding documents, including the Education Act, Student Record Regulations,

and the Protocol for Sharing of Information on Young Offenders.

Magnet Facilities 1998 To clarify funding issues to educational jurisdictions for students who are

attending a school outside of their home community.

Religious Instruction in

Public Schools

1998 To ensure that all Divisional Education Councils, District Education Authorities

and School Administrators are respectful of the spiritual values or beliefs of all

students and understand the section of the Act that deals with religious

instruction.

Use of Education

Facilities

1998 To clarify the responsibilities of education bodies with respect to section

117(2)(b) of the Education Act while providing maximum possible use of

education facilities for purposes outside the education program.

Home Schooling 1997 To identify the responsibilities of the Superintendent, Superintendent’s



2013-2014

Directive Date Purpose of Directive designate, principal and DEA regarding home schooling programs, including

programming, support, registration, and funding.

Private Schooling 1997 To provide guidelines to operators or applicants for registration of private

schools, on the requirements for funding and financial reporting, for

administration and monitoring, and for the education program for private

schools in the Northwest Territories.

Community Secondary

Schooling

1994 To provide guidance on the planning, development, and delivery of community

Senior Secondary Schooling to ensure that all students have the opportunity to

access higher learning in their own cultural environment.


2013-2014



2013-2014

Appendix A2 – Commonly Used Acronyms


2013-2014


Appendix A2 – Commonly Used Acronyms

2013-2014

CMAS Case management and Administrative System

FGL Functional Grade Level

FTE Full Time Equivalents

IRA International Reading Association

NWTCIC Northwest Territories Curriculum Implementation Committee

NWTTA Northwest Territories Teachers Association

PAT Alberta’s Provincial Achievement Tests

UNW Union of Northern Workers


2013-2014



2013-2014

Appendix A3 – Literacy with ICT - French

4.1.5 Literacy with Information and Communication Technology (Elementary and Junior High)

6.9 Literacy with Information and Communication Technology (Senior High)


2013-2014


COMPÉTENCES EN TECHNOLOGIES DE L’INFORMATION ET DES COMMUNICATIONS (CTIC) POUR TOUTES LES MATIÈRES (Un continuum développemental)

« Mieux connaître les TIC pour faire preuve de jugement critique, de créativité et d’éthique dans l’utilisation, la production et la communication de messages. »

DOMAINE COGNITIF COMPOSANTES DE

L’ENQUÊTE Mémoire-Compréhension Application-Analyse Évaluation-Création

M-3e 4e-6e 7e-9e 10e-12e

Planifier et poser des questions (Réfléchir et travailler avec des sujets et des idées)

L’élève : - Se souviens ou consigne des connaissances et expériences antérieures Énonce ses préférences en matière de nouvel apprentissage et de critères - Suit un plan électronique

1

L’élève : - Se souviens ou consigne des connaissances et expériences antérieures - Soulève de nouvelles questions sur le sujet - Suit un plan électronique reflétant les critères établis associés à la tâche

1

L’élève : - Formule ou élabore des questions, des intuitions, des estimations éclairées, des prédictions et des hypothèses - Détermine les nouveaux besoins en matière d’information - Adapte le plan électronique reflétant les critères établis associés à la tâche

1

L’élève : - Évalue les questions de recherche - Formule de nouvelles questions de recherche pour le présent ou l’avenir - Conçoit de nouveaux plans électroniques reflétant les critères établis associés à la tâche

1

EXEMPLES : (1 rubriques produites dans des logiciels de traitement de texte, scénarimages électroniques, sommaires, chronologies, organisateurs graphiques, rapports sur des expériences scientifiques, etc.)

Réunir l’information et la comprendre (Trouver et évaluer de l’information; prendre des notes)

L’élève : - Trouve ou réunit de l’information à partir de sources médiatiques

1

données - Se demande si l’information est réelle

2, utile ou s’il s’agit

d’une publicité - Note les sources : titres et auteurs - Consigne l’information et les notes en catégories selon des TIC

3 données

- Réunit ou crée des données primaires

13 à l’aide des TIC

4

L’élève : - Trouve ou réunit de l’information à partir de sources médiatiques

5

données - Cible des sujets secondaires au moyen des options des moteurs de recherche comme la « recherche apparentée », les « questions connexes » et les « nuages de mots » - Se demande si l’information est réelle

2, utile ou s’il s’agit d’une

publicité - Note les sources


11

- Choisit une TIC pour consigner ses notes et catégoriser l’information

7

- Réunit ou crée des données primaires


4

L’élève : - Détermine l’auteur, le promoteur et la fiabilité de l’information à l’aide d’outils en ligne

8

- Analyse les sujets ou thèmes secondaires à l’aide des TIC - Utilise des critères pour évaluer le caractère adéquat de l’information en fonction du public et des besoins d’apprentissage - Analyse le but, la profondeur, le point de vue et la véracité

9 de l’information ou détermine si

celle-ci a été falsifiée10

- Catégorise et consigne ses notes avec des outils électroniques

7

- Réunit ou crée des données primaires13

à l’aide des TIC

4

- Note les sources6 à l’aide des TIC

11

L’élève : - Évalue le but, le motif, le point de vue, le parti pris, la profondeur et l’exactitude de l’information

9

- Adapte ses techniques de recherche lorsqu’il intègre de nouveaux éléments d’information en faisant appel à ses connaissances antérieures - Réunit ou crée des données primaires

13 à

l’aide des TIC4

- Évalue la diffusion et l’utilisation éventuelles à plus vaste échelle de données primaires réunies à l’intention d’un public local, de communautés en ligne spécifiques ou d’un public plus général - Évalue les liens potentiels entre son travail et les lacunes en matière de connaissances connues

12

EXEMPLES : (1 dans les applications, cédéroms, Internet, médias de masse, courriels, etc.) (2 images numériques falsifiées, bannières ou annonces contextuelles, etc.) (3 tableaux, repères graphiques, feuilles de calcul, diapositives, etc.) (4 appareils-photos numériques, magnétophones, microscopes, courriels, caméras vidéo, artéfacts originaux archivés, sondages en ligne, système de positionnement global [GPS], technologie Probeware, etc.) (5 sites avec licence et sites de diffusion publique) (6 titres, auteurs, dates de publication, hyperliens, formats bibliographiques standards, etc.) (7 tableaux, repères graphiques, feuilles de calcul, sommaires, courriels classés par priorité, niveaux de système d’information géographique, diapositives, etc.) (8 outils de recherche sur les noms de domaine, p. ex. whois.com) (9 exactitude, crédibilité, validité, fiabilité, objectivité, impartialité, pertinence, etc.) (10 sites Web factices, courriels factices, pourriels, graphiques ne montrant que certaines données, etc.) (11 logiciels de bibliographie en ligne) (12 banques de connaissances collectives : blogues, wikis, forums) (13 photos numériques imprimées, vidéos, données audio, diagrammes de données, etc.)

Démontrer sa compréhension au moyen de travaux (Élaborer et améliorer des produits d’information)

L’élève : - Utilise des TIC

1 données

pour démontrer ses connaissances en réalisant des textes, des graphiques, des images et des sons - Révise et modifie ses travaux jusqu’à avoir atteint les critères établis

L’élève : - Choisit, dans un cadre donné, des applications

2 et des appareils

électroniques3 adéquats pour montrer

ses connaissances au moyen de textes, de graphiques, d’images, de sons et de présentations multimédias à un public précis - Révise

4 et modifie ses travaux

électroniques pour qu’ils soient plus précis et aient plus belle apparence, conformément aux critères établis

L’élève : - Choisit des applications et des appareils électroniques

5 adéquats pour analyser les

données et l’information et communiquer le mieux possible à un public précis les conclusions tirées, les problèmes résolus et les solutions suggérées

8

- Révise4 et modifie le message ou les résultats

de la recherche pour qu’ils soient plus précis et aient plus belle apparence en fonction des critères entendus, des rétroactions et des préférences personnelles

L’élève : - Conçoit et réalise des représentations

6, des

simulations7 et des modèles non séquentiels qui

transmettent le mieux possible les résultats, les significations, les solutions et les synthèses de la recherche - Évalue

4, en fonction des critères établis, ses

représentations réalisées avec des TIC par rapport à l’amélioration du sens et du caractère artistique, à l’adéquation en fonction du public et du contexte

8, ainsi qu’à la mise en

valeur du message sans abuser des TIC9

EXEMPLES : (1 textes dotés d’hyperliens dans un document produit avec un traitement de texte et les diagrammes conceptuels, etc.) (2 logiciels de production de diagrammes conceptuels, traitements de texte, logiciels de création graphique, logiciels de présentation, etc.) (3 tableaux blancs interactifs, projecteurs numériques, appareils portatifs et intelligents, etc.) (4 en élaborant ou en modifiant avec un œil critique des textes, des images ou des sons pour améliorer les travaux électroniques; en révisant les audioclips et les vidéoclips ou leurs effets; en adaptant le rythme et les transitions des présentations multimédias; en ajoutant de l’animation à des pages Web, etc.) (5 matériel de manipulation virtuelle, animation, logiciel de simulation, sites Web de simulation, feuilles de calcul, systèmes d’information géographique, technologie Probeware, etc.) (6 pages Web avec hyperliens, organisateurs graphiques à niveaux multiples, présentations multimédias avec embranchements, feuilles de calcul multiples, réalités virtuelles et bases de données relationnelles, etc.) (7 feuille de calcul électronique modélisant une situation réelle, animation d’un concept ou processus abstrait, conception assistée par ordinateur d’un objet réel, etc.) (8 portrait crédible de la vraie vie, respect des cultures, rapport exact des points de vue recueillis, etc.) (9 transitions, versions, animations, etc.)

Communiquer et réfléchir (Partager l’apprentissage des TIC et leur utilisation future)

L’élève : - Partage et montre ses travaux électroniques

1 à un

public présent et en discute avec celui-ci - Participe à des conversations dirigées sur l’utilisation des TIC pour soutenir l’apprentissage

L’élève : - Communique les fruits de son apprentissage

2 à un public présent ou

à distance à l’aide d’appareils de communication électroniques

3

- Discute de ses choix en matière de TIC

4 et de ses choix futurs dans des

conversations dirigées et obtient des rétroactions à leur égard - Discute des données primaires

7 qui

ont été trouvées

L’élève : - Communique les fruits de son apprentissage

2

et les données créées7 à un public présent ou à

distance à l’aide d’outils électroniques3

- Demande et partage des rétroactions précises et constructives sur les critères associés à la tâche et sur l’utilisation des TIC pour communiquer les résultats de la recherche - Réfléchit aux TIC à titre d’outils d’apprentissage

L’élève : - Adapte ses processus

3 et ses produits

2 de

communication en fonction de son autoévaluation et des rétroactions d’un public local ou plus général - S’autoévalue et surveille l’influence des TIC sur le sens prévu

5

- Planifie l’utilisation future des TIC durant l’apprentissage - Partage

6 les données primaires réunies ou

créées en fonction du public et du but EXEMPLES : (1 textes, images, sons, schémas conceptuels, etc.) (2 diagrammes conceptuels, présentations multimédias, courriels, tableaux, feuilles de calcul, graphiques, vidéos, animation, pages Web, wikis, blogues, etc.) (3 courriels, tableaux blanc électroniques, pages Web, fils de discussion, téléconférences, conférences Web, vidéoconférences, clavardage, messagerie instantanée, téléphones-appareils photo, wikis, blogues, webémissions, tableaux blancs en ligne, etc.) (4 TIC préférées, TIC connues et utilisées souvent, TIC exigées, TIC disponibles, etc.) (5 interlocuteur avec son seulement ou avec son et images; textes sans images; attention du public divisée entre le médium et le message, communications synchrones et asynchrones, etc.) (6 Wikimedia Commons, Flickr, Wikipedia, etc.) (7 photos numériques imprimées, vidéos, données audio, diagrammes de données, etc.)

DOMAINE AFFECTIF COMPOSANTES DE

L’ENQUÊTE Connaissances-Compréhension Analyse-Conviction Synthèse-Évaluation

M-3e 4e-6e 7e-9e 10e-12e

Éthique et responsabilité (Croyances et règles)

L’élève : - Respecte certaines croyances, règles et lignes directrices

1 sur l’utilisation

des TIC

- Reconnaît le besoin de mentionner l’auteur et le type de permission reçue pour utiliser la propriété intellectuelle d’autrui

3

L’élève : - Met en pratique les croyances, règles et lignes directrices élaborées et réputées être une utilisation équitable, saine, responsable

4 et sécuritaire des TIC

5

- Explique les conséquences de l’utilisation non sécuritaire et inéquitable

6 des TIC,

en portant une attention spéciale au manque de respect en ligne - Repère les problèmes de santé potentiels associés à l’utilisation des TIC

7

- Reconnaît le besoin de mentionner l’auteur et l’utilisation sous licence

8 de

la propriété intellectuelle3

L’élève : - Explique les conséquences de l’utilisation non sécuritaire et inéquitable

6 des TIC, en

portant une attention spéciale au manque de respect en ligne - Met en pratique la politique d’utilisation acceptable des TIC de la commission scolaire - Met en pratique les lignes directrices sur la sécurité dans ses communications électroniques - Reconnaît le besoin de mentionner l’auteur et l’utilisation sous licence

8 de la propriété

intellectuelle3

L’élève : - Évalue les répercussions sur autrui de son comportement personnel relativement aux TIC - Détermine les avantages et risques personnels de l’utilisation des TIC - Reconnaît le besoin de mentionner l’auteur et l’utilisation sous licence

8 de la propriété

intellectuelle3

- Évalue l’utilisation des licences8 pour

partager en ligne les données primaires personnelles ou collectives, ou encore, la protection offerte par la Loi sur le droit d’auteur

9

EXEMPLES : (1 lignes directrices sur la sécurité et Internet, sécurité des noms d’utilisateur et des mots de passe, usage responsable du courriel, etc.) (2 entièrement gratuit, gratuit mais mention requise de l’auteur, gratuit mais sans modification permise, gratuit mais interdit de vente, etc.) (3 textes, images, données, musique, vidéos, etc.) (4 respecte la vie privée d’autrui, protège les renseignements personnels, observe les procédures de sécurité, respecte la propriété intellectuelle et mentionne ses sources, utilise des logiciels sous licence, décourage la cyberintimidation, réunit et analyse les données conformément à l’éthique, etc.) (5 courriels, pages Web, fils de discussion, vidéoconférences, clavardage, messagerie instantanée, téléphones-appareils photo, wikis, blogues, webémissions, tableaux blancs en ligne, etc.) (6 cyberintimidation, diffusion de préjugés et de propos haineux, violation de droits d’auteur, plagiat, destruction ou falsification délibérée des données, piratage, propagation de virus, envoi de pourriels, piratage de logiciels, fraude contre le consommateur, vol d’identité, etc.) (7 facteurs ergonomiques, inaction, syndrome du tunnel carpien, microtraumatismes répétés, fatigue oculaire, comportement dépendant ou obsessif, etc.) (8 licences de Creative Commons avec droits réservés en partie ou en totalité) (9 Utilisation équitable, Loi sur le droit d’auteur, art. 29)

Implications sociales (Effets sur la société)

L’élève : - Constate les utilisations des TIC à la maison, à l’école et dans la collectivité - Connaît et choisit les moments et lieux appropriés

L’élève : - Comprend l’utilisation faite des TIC aux fins suivantes : loisirs, communications, éducation, collaboration, vente, soins de santé, etc. - Choisit certains moments et lieux pour

L’élève : - Analyse les tendances actuelles des TIC et prédit les répercussions des technologies en émergence - Analyse les exigences de ses choix de carrière personnels en matière de

L’élève : - Évalue les tendances actuelles des TIC et détermine les avantages et débouchés par rapport aux inconvénients et risques qu’elles comportent pour la société

4

- Formule des jugements éclairés sur le droit

pour utiliser les TIC utiliser les TIC et explique ses choix - Comprend comment les TIC influencent les relations à l’école

1

compétences relatives aux diverses TIC - Analyse les avantages et inconvénients de l’utilisation des TIC dans la société

2, de même

que les comportements sociaux ou au travail qui découlent des TIC

3

collectif à l’information par rapport au droit individuel à la vie privée

EXEMPLES : (1 création de contenu multimédia pouvant être diffusé dans toute l’école, au profit de tous; renforcement des relations par la poursuite des interactions en dehors des heures d’école; mise en pratique de diverses compétences et partage de l’information; influence des membres de la collectivité qui pourraient diffuser de la désinformation ou faire un usage inadéquat du contenu multimédia, etc.) (2 absence d’accès, conséquence d’une utilisation contraire à l’éthique, facilité de falsification des données, facilité de communication de l’information, comportement dépendant ou obsessif, etc.) (3 expression et diffusion de ses pensées, préférences et opinions personnelles; contribution au savoir collectif; accès aux marchés mondiaux; participation à des communautés en ligne réunissant des gens ayant des opinions semblables, etc.) (4 emplois en sous-traitance, par exemple)

Collaboration (Travailler ensemble)

L’élève : - Travaille avec d’autres pour réaliser, à l’aide des TIC

1, une

tâche dirigée par l’enseignant - Aide les autres à acquérir des connaissances sur les TIC et à apprendre les procédures qui leur sont liées

L’élève : - Collabore

2 en assumant divers rôles au

sein de groupes pour réaliser son apprentissage autogéré, en posant des questions, en partageant ses connaissances, en suggérant des solutions et en accueillant l’expertise d’autrui - Collabore

2 à distance à l’aide d’outils

3

comme le courriel ou les wikis - Fait la distinction entre ce qui est de nature publique et ce qui est de nature privée

5

L’élève : - Collabore dans divers contextes

3 en posant

des questions, en partageant et en mettant en commun son expertise, en trouvant des solutions originales, en définissant les risques, etc. - Collabore

2 à distance à l’aide du courriel,

des wikis, de blogues, de technologies de conférence et d’autres médias sociaux - Établit la limite entre la vie publique et la vie privée

5

L’élève : - Dirige et mobilise les membres du groupe dans le cadre de l’apprentissage coopératif

4

- Détermine les avantages et les difficultés de l’apprentissage à l’aide des TIC - Évalue les avantages et les risques liés au partage en ligne de travaux collectifs

5

EXEMPLES : (1 écoute attentivement un coéquipier, collabore à l’élaboration de produits réalisés avec des TIC, participe à des recherches sur le Web en équipe, etc.) (2 assume des rôles lui étant attribués au sein de groupes, fixe les buts du groupe, résout les problèmes de productivité du groupe, etc.) (3 courriels, pages Web, fils de discussion, vidéoconférences, clavardage, messagerie instantanée, téléphones-appareils photo, wikis, blogues, webémission, tableaux blancs en ligne, etc.) (4 mobilise et apprécie les membres de l’équipe et leurs contributions, gère les conflits au sein du groupe, crée un consensus, etc.) (5 évalue à quel point une image ou expression appartenant à quelqu’un est personnelle ou non; détermine la nature, la qualité, l’acceptation et le consensus relativement à la représentation d’un sujet; juge du potentiel commercial des données, etc.)

Métacognition, motivation et confiance (Acquérir de l’indépendance)

L’élève : - Fait preuve de motivation et de confiance lorsqu’il utilise des TIC seul ou avec d’autres - Reconnaît les problèmes avec les TIC et demande de l’aide

L’élève : - Reconnaît les problèmes avec les TIC et demande l’aide des pairs et du personnel enseignant - Tente de résoudre des problèmes avec les TIC à l’aide de solutions nouvelles ou antérieures

L’élève : - Fait des recherches sur les problèmes avec les TIC et utilise des stratégies pour les résoudre

1

- Persévère, en demeurant ouvert d’esprit, précis et exact, dans la mesure du possible, jusqu’à ce qu’il trouve une solution

L’élève : - Fait une synthèse des connaissances et de l’information

1 pour des problèmes uniques

exigeant des approches multiples

EXEMPLES : (1 consulte ses pairs, le personnel enseignant, des menus d’aide, des outils d’aide en ligne, des lignes d’aide téléphonique, etc.)


2013-2014

Appendix A4 – Literacy with ICT - English

4.1.5 Literacy with Information and Communication Technology (Elementary and Junior High)

6.9 Literacy with Information and Communication Technology (Senior High)


2013-2014


LITERACY WITH INFORMATION AND COMMUNICATION TECHNOLOGY ACROSS THE CURRICULUM (LwICT) (A Developmental Continuum)

“Learning about and choosing ICT to critically, creatively, and ethically use, produce, and communicate meaning”

COGNITIVE DOMAIN INQUIRY

COMPONENT Remembering-Understanding Applying-Analyzing Evaluating-Creating

K-3 4-6 7-9 10-12

Planning and Questioning

-Recalls and/or records prior-knowledge/experiences -States preferences for new learning and criteria required -Follows an electronic plan

1

-Recalls and/or records prior-knowledge/experiences -Raises new topic related questions -Follows an electronic plan that reflects co-created task criteria

1

-Constructs questions, hunches, educated guesses, predictions, hypotheses -Determines new information needs -Adapts the electronic plan to reflect co-created task criteria

1

-Evaluates the inquiry questions -Constructs new inquiry questions for the present and/or future -Designs new electronic plans that reflect co-created task criteria

1

EXAMPLES: ( 1word processed rubrics, electronic storyboards, outlines, timelines, graphic organizers, science experiment reports...)

Gathering and Making Sense

-Finds/collects information from given media sources

1

-Questions if information is real

2, useful, or is an

advertisement -Records sources: types and authors -Records information and notes into categories with given ICT

3

-Collects/creates primary data

13 using ICT

4

-Finds/collects information from given media sources

5

-Identifies sub-topics by using search engines that offer “related searches/ questions” and word “clouds” -Questions if information is real

2,

useful, or is an advertisement -Records sources

6 using ICT

11

-Selects an ICT to record notes and categorize information

7

-Collects/creates primary data13

using ICT

4

-Determines the author/sponsor/currency of

information by using online tools8

-Analyzes sub-topics/themes with ICT -Uses criteria to evaluate appropriateness of information for audience and learning needs -Analyzes information’s purpose, depth, perspective, and truth

9 or if it has been

manipulated10

-Categorizes and records notes with electronic tools

7

-Collects/creates primary data13

using ICT4

-Records sources6 with ICT

11

-Evaluates the purpose, motive, perspective, bias, depth and accuracy of the information

9

-Adjusts inquiry techniques as new information is incorporated with prior knowledge -Collects/creates primary data

13 using ICT

4

-Assesses potential and appropriateness of broader sharing/use of collected primary data for local audiences, specific online communities, global audiences -Assesses possible connections between personal work and known knowledge gaps

12

EXAMPLES: ( 1within applications, CD-ROMs,...) ( 2 falsified digital images, banners, and/or pop-up advertisements...) ( 3tables, graphic organizers, spreadsheets, slides...) ( 4 digital cameras, audio recorders, microscopes, email, video cameras, archived original artifacts, online surveys, Global Positioning System [GPS], probeware...) ( 5licensed and sharing sites on the Internet...) ( 6titles, authors, publication dates, URLs, standard bibliographic formats...) ( 7tables, graphic organizers, spreadsheets, outlines, prioritized email, geographic information system layers, slides...) ( 8domain information searchers...) ( 9accuracy, credibility, validity, reliability, objectivity, fairness, relevance...) ( 10bogus websites, bogus email, spam, graphs showing selected data, manipulated images...) ( 11online bibliography makers) ( 12databases, online collective intelligence such as blogs, microblogs, wikis and forums, uploading images to photo sharing sites, editing Wikipedia with supervision…) ( 13digital still photos, video, audio, data in tables, etc.)

Produce to Show Understanding

-Uses given ICT1 to show

learning by creating texts, graphs, pictures, and sounds -Revises and edits work until co-created criteria is met

-Selects with guidance suitable applications

2 and digital devices

3 to

show learning with text, graphs, pictures, sounds, and multimedia to a particular audience -Revises

4 and edits electronic work for

greater clarity and visual appeal according to the co-created task criteria

-Selects suitable applications and digital devices

5 to analyze data/information and best

communicate to a particular audience the connections made, conclusions reached, problems solved, and solutions suggested

8

-Revises4 and edits the message/ findings of

the inquiry for greater clarity and visual appeal according to co-created criteria, feedback, and personal preference

-Designs and creates non-sequential representations

6, simulations

7 and models

that best convey the findings, meanings, solutions, and syntheses of the inquiry -Self-assesses

4 ICT representations according

to co-created criteria for enhanced meaning and artistry, audience and context appropriateness

8, and focus on message

without exaggerated use of ICT features9

EXAMPLES: ( 1hyperlinked text in word processed documents and mind maps...) ( 2mindmapping, word processing, graphing, and presentation software...) ( 3interactive whiteboards, digital projectors, portable and smart devices...) ( 4by creating and/or critically revising text, images, and/or sound to enhance electronic work; by revising audio/video clips or effects; by adjusting the pace, kinds and amounts transitions in multimedia presentations; by adding animation to web pages...) ( 5graphing software, virtual manipulatives, animation, simulation software, simulation websites, spreadsheets, geographic information systems, probeware...) ( 6hyperlinked web pages, slides, emails, layered graphic organizers, multiple-sheet spreadsheets, virtual realities, relational databases...) ( 7spreadsheet modelling of a real situation, animation of an abstract concept or process, computer-aided design of a real object...) (8portray genuine life circumstances, cultural authenticity, accurately reflecting the personal perspective of those represented ...) ( 9transitions, builds, animations, audio...)

Communicating and Reflecting

-Shares, displays, discusses electronic work

1 with a face

to face audience -Participates in guided conversations about using ICT to assist learning

-Communicates learning2 with a face

to face audience or audience from a distance using electronic communication devices

3

-Discusses and receives feedback about ICT choices

4 and future ICT

options in guided conversations -Discusses captured primary data

7

-Communicates learning2 and data

7 created

with a face to face audience or audience from a distance using electronic tools

3

-Asks for and shares specific and constructive feedback related to the task criteria and the use of ICT to communicate the inquiry’s findings -Reflects on ICT as a learning tool

8

-Adjusts communication processes3 and

products2 based on self-evaluation

8 and

feedback from a local and global audience -Self-evaluates and monitors ICT’s influence over the intended meaning

5

-Plans future use of ICT during learning -Shares

6 collected/created primary data as

appropriate for audience and purpose EXAMPLES: ( 1text, images, sound, concept maps...) ( 2mindmaps, multimedia presentations, email, tables, spreadsheets, graphs, video, animation, web pages, wikis, blogs...) ( 3email, electronic whiteboards, web pages, threaded discussions, teleconferences, web conferences, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) ( 4preferred ICT, familiar ICT from regular use, required ICT, available ICT…) ( 5hearing only vs. hearing and seeing a speaker; text without images; images without much text; audience attention divided between medium and message; asynchronous vs. synchronous communications …) ( 6assemblies, school’s Web site, photo sharing sites, Wikipedia,…) ( 7digital still photos, video, audio, data in graphs, etc.) ( 8audience understanding, time spent with ICT versus time spent with subject matter, etc.)

AFFECTIVE DOMAIN INQUIRY

COMPONENT Remembering-Understanding Applying-Analysing Evaluating-Creating

K-3 4-6 7-9 10-12

Ethics and Responsibility

-Respects certain beliefs, rules, and guidelines

1 about

using ICT

-Recognizes the need to acknowledge authorship/ownership and the kind of permission

2 given

to users by authors of intellectual property

3

-Applies beliefs, rules, and guidelines that are created and held for fair, healthy, responsible

4, safe use of ICT

5

-Explains consequences for unsafe and unfair use

6 of ICT

with special attention

to online disrespect -Identifies possible health issues associated with using ICT

7

-Recognizes the need to acknowledge authorship and licensed use

8 of

intellectual property3

-Explains consequences for unsafe and unfair use of ICT

6 with special attention to online

disrespect -Applies school division’s acceptable-use policy -Applies safety guidelines when communicating electronically -Recognizes the need to acknowledge authorship and licensed use

8 of intellectual

property3

-Evaluates effects of personal ICT behaviour on others -Weighs personal benefits and risks of using ICT -Recognizes the need to acknowledge authorship and licensed use

8 of intellectual

property3

-Assesses use of licenses8 to share

personal/group primary data online with a general awareness of the provisions offered by Canadian copyright law

9

EXAMPLES: ( 1guidelines for Internet safety, security of user names and passwords, responsible use of email...) ( 2completely free, free but author’s name is required, free but make no changes, free but no selling...) ( 3text, images, data, music, video...) ( 4respects others' privacy, protects personal information, follows security procedures, respects intellectual property and credits sources, uses licensed software, discourages cyberbullying, collects and analyzes data ethically...) ( 5email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) ( 6cyberbullying, promotion of prejudice and hatred, copyright violations, plagiarism, wilful destruction/manipulation of data, hacking, propagation of viruses, spamming, software piracy, consumer fraud, identity theft...) ( 7ergonomic factors, inactivity, carpal tunnel syndrome, repetitive stress injury, eye strain, addictive/obsessive behaviour...) ( 8All Rights Reserved, Some Rights Reserved, Creative Commons licenses...) ( 9Fair Dealing, Canadian Copyright Act, Sec. 29)

Social Implications

-Identifies uses of ICT at home, school, and the community -Knows about and chooses appropriate times and places to use ICT

-Understands the use of ICT for recreation, communication, education, collaboration, sales, health care, etc. -Chooses times and places to use ICT and explains choices -Understands how ICT influences relationships at school

1

-Analyzes current trends in ICTs and predicts effects of emerging technologies -Analyzes how personal career choices will require various ICT competencies -Analyzes the advantages and disadvantages of ICT use in society

2 and ICTs’ creation of

social and work behaviours3

-Evaluates current trends in ICT3 and weighs

future advantages and opportunities against disadvantages and risks they have for society

4

-Makes reasoned judgments about society’s right to information versus the right to individual privacy

EXAMPLES: ( 1creating media that can be broadcasted and enjoyed by the school community; strengthening of relationships through extended communication after school; practice of skills and sharing information; impacting of community members through the spreading of misinformation and inappropriate media...) ( 2lack of access, consequences of unethical use, ease of manipulating data, ease of communicating information; ease of duplication and repurposing of information, addictive/obsessive behaviour...) ( 3expressing and broadcasting private thought, personal preference and opinion; contributing to collective knowledge; sharing user experiences with commercial products and services; accessing worldwide marketplaces; participating in online communities of like-minded people; self-publishing...) ( 4outsourcing jobs, reputation damage, access to data...)

Collaboration

-Works with others to complete a teacher–directed task using ICT

1

-Helps others with ICT knowledge and procedures

-Collaborates2 with others in various

self-directed learning contexts to pose questions, share knowledge, suggest solutions, welcome individual expertise -Collaborates

2 from a distance using

tools3 such as email or wikis

-Distinguishes between public/private5

-Collaborates2 in various contexts

3 to pose

questions, share and pool expertise, bridge ingenuity gaps, determine risks... -Collaborates

2 from a distance using email,

wikis, blogs, conferencing technologies, and other social media -Determines public/private boundaries

5

-Leads and motivates group members in collaborative learning

4

-Weighs the benefits and challenges of learning with ICT -Judges benefits and risks of making group-created work available for online sharing

5

EXAMPLES: ( 1listens actively to a partner, collaborates in creating ICT products, participates in team webquests...) ( 2assumes assigned group roles, sets group goals, suggests tools, solves group productivity issues...) ( 3email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards...) ( 4motivates and values team members and their contributions; arranges and maintains tools; manages group conflict; builds consensus...) ( 5self-determine privacy levels of one’s images/expressions; nature/quality/acceptability/consensus of subject’s representation; commercial potential of data...)

Metacognition, Motivation, Confidence

-Demonstrates motivation and confident when using ICT alone and with others -Recognizes ICT problems and seeks assistance

-Recognizes ICT problems and asks for help from peers and teachers -Attempts to solve ICT problems with previous or new solutions

-Investigates ICT problems and applies strategies to solve them

1

-Perseveres by remaining open-minded, precise and accurate as possible until a solution is found

-Synthesizes knowledge and information1 for

unique problems that require multiple approaches

EXAMPLES: ( 1 consults peers, teachers, help menus, online supports, telephone helplines...)

2013-2014



2013-2014

Appendix A5 – SSP Samples – Senior high

3.1.1 Student Support Plan (SSP)


2013-2014


High School

Student Support Plan

Date: Date: Date: Date:

This plan has been shared with the Parent, Teacher, Student, and Program Support Teacher.

It wi11 be revised if necessary at a11 school reporting periods.

A copy must be placed in the Student Record.

Date: October 11, 2011

Name: Student B

Grade Placement: 12

Date of Birth: March 8, 1993

Type of Plan: Regular Program with Accommodations for Difficulty

Statement of Purpose I Rationale: Student B psychoeducational assessment recommends extra time

during tests and exams due to test anxiety.

Strategies:

Frustration and Anger

- Help the student set up a system of self-monitoring and control strategies

- Teach the student to use self-talk to slow down reactions to stressors

Provide calming activities depending on needs of the student such

walking or other physical activity

canying and delivering objects

structured movement breaks

change to other activity

move to "calming space"

Organization of Self and Materials

Highlight text ( e.g. markers, highlight tape,

- Help student make a work plan for each subje

or visa versa)

Comments I

Additional Information:

Signatures:

Student B requires time prior to the test/exam to prepare the work area with

necessary materials. Regular communication with Student B is

recommended to discuss strategies to deal with text anxiety.

Teacher: Administrator:

High School



Dat e: Date: Date: Date:


It will be revised if necessary at all school reporting periods.


"'· "


Name: Student A

Grade Placement: 12

Nortnmst

Territories



Statement of Purpose I Rationale:

Strategies:

Student A has been diagnosed with ADHD and test performance

may be inconsistent and therefore requires extra time in testing

situations.


- Teach and include practice on:

- basic organization (books, locker, desk, classroom spaces)

- use of agenda, checklists, advance organizers

note-taking and study skills

- Establish a specific place/ procedure for turning in completed assig

- Highlight text (e.g. markers, highlight tape, ruler)

Attention

Provide alternative seating according to needs (a

board, near teacher)

- Help student focus attention on materials

- keep desk free of unneeded materialslc

adapt page set-up by line indi o e er, graph paper, raised line paper,

covering parts of worksheet, pu · rmation on page

- use arrows, underline, o s for lin irection to help student follow printed material

use window cards, frames, bo deJ; r boxes to help student focus on page or part

of a page

Schedule extra break

Assessment

- Help student focus on tes s

give frequent shorte quizzes rather than a long test

allow student to take breaks during test

provide an alternate setting for taking test

provide extra time or un-timed test

Comments I It may be necessary to cue Student A to return to task during test/exam

Additional Information: situations.

Signatures:


Dat e: Date: Date: Date:


It will be revised if necessary at all school reporting periods.


High School



Name: Student C

Grade Placement: 12



Statement of Purpose I Rationale: Student C requires extra time on tests due to a history of slow

information processing as documented in the Student Support File.

Strategies:

Motivation

- Break down larger goals into mini-goals

- Instruct student in self-monitoring (progress chart towards attainmen


- Highlight text (e.g. markers, highlight tape, ruler)

- Check on progress often in first few minutes of work

- Provide student with a partner for assignments, checkin

Reading

- Help the student focus on the most important

- teach strategies for note-taking

use highlighters or contrasting colours

provide outlines, checklists, a .

- prepare audiotapes of reading/te

student to reinforce rea ·

Memory

- Help the student to clearl!:!.f·""''

shorten directions

- provide directions in written form (on board, on worksheets, in assignment book)

- read directions for assignments several times

- have the student "walk through" sequential activities/tasks

Comments I

Additional Information:

Signatures:

Student C may require assistance in managing workload during key times

during the year.

2013-2014



2013-2014

Appendix A6 – BIT cluster course list



2013-2014


Introductory Level Intermediate Level Advanced Level

CSE1010: Computer Science 1 CSE2010: Computer Science 2 CSE3010: Computer Science 3

CSE1110: Structured Programming 1 CSE2110: Procedural Programming 1 CSE3020: Computer Science 4

CSE1120: Structured Programming 2 CSE2120: Data Structures 1 CSE3110: Iterative Algorithm 1

CSE1210: Client-Side Scripting 1 CSE2130: Files and File Structures 1 CSE3120: Object-oriented Programming 1

CSE1220: Client-Side Scripting 2 CSE2140: Second Language Programming 1 CSE3130: Object-oriented Programming 2

CSE1240: Robotics Programming 1 CSE2210: Client Side Scripting 3 CSE3140: Second Language Programming 2

CSE1910: CSE Project A CSE2240: Robotics Programming 2 CSE3210: Server Side Scripting 1

CSE2910: CSE Project B CSE3240: Robotics Programming 3

CSE2920: CSE Project C CSE3310: Recursive Algorithms 1

CSE2950: CSE Intermediate Practicum CSE3320: Dynamic Data Structures 1

CSE3330: Dynamic Data Structures 2

CSE3340: Dynamic Data Structures 3

CSE3910: CSE Project D

CSE3920: CSE Project E

CSE3950: CSE Advanced Practicum

FIN1010: Personal Financial Information FIN2020: Retail Accounting 1 FIN3010: Advanced Accounting

FIN1015: Accounting Prep FIN2030: Retail Accounting 2 FIN3020: Management Accounting

FIN1020: Accounting Cycle 1 FIN2040: Accounting Software FIN3030: Capital Accounting

FIN1030: Accounting Cycle 2 FIN2060: Personal Taxation FIN3040: Financial Statements

FIN1910: FIN Project A FIN2070: Payroll Accounting FIN3050: Small Business Taxation

FIN2910: FIN Project B FIN3060: Financial Analysis

FIN2920: FIN Project C FIN3070: Financial Planning

FIN2950: FIN Intermediate Practicum FIN3080: Personal Investment Planning 1

FIN3090: Personal Investment Planning 2

FIN3910: FIN Project D

FIN3920: FIN Project E

FIN3950: FIN Advanced Practicum

INF1030: Word Processing 1 INF2020: Keyboarding INF3010: Hardware & Software Analysis

INF1050: Database 1 INF2050: Word Processing 2 INF3060: Word Processing 3

INF1060: Spreadsheet 1 INF2070: Database 2 INF3080: Project Management Tools

INF1070: Digital Presentation INF2080: Spreadsheet 2 INF3095: Productivity Software Integration

INF1910: INF Project A INF2090: Correspondence INF3910: INF Project D

INF2100: Reports INF3920: INF Project E

INF2910: INF Project B INF3950: Advanced Practicum

INF2920: INF Project C

INF2950: INF Intermediate Practicum

Information Processing

Business, Administration, Finance & Information Technology (BIT) Courses

Computing Science

Financial Management

© Alberta Education, Alberta, Canada Revised 2010 CTS: BIT / 1


Business, Administration, Finance & Information Technology (BIT) Courses

Computing Science

ENT1010: Challenge & Opportunity ENT2010: Analyzing Ventures ENT3010: Managing the Venture

ENT1020: Elements of a Venture Plan ENT2020: Financing Ventures ENT3020: Expanding the Venture

ENT1910: ENT Project A ENT2030: Marketing the Venture ENT3910: ENT Project D

ENT2040: Create the Venture ENT3920: ENT Project E

ENT2910: ENT Project B ENT3950: Advanced Practicum

ENT2920: ENT Project C

ENT2950: ENT Intermediate Practicum

MAM1010: Marketing & Management MAM2010: Managing for Quality MAM3010: The Business Organization

MAM1020: Quality Customer Service MAM2030: Visual Merchandising MAM3020: Business in the Canadian Economy

MAM1030: Communication Strategies 1 MAM2040: Retail Operations MAM3030: Business in the Global Marketplace

MAM1040: E-commerce 1 MAM2050: Office Systems 1 MAM3040: Promotion – Sales Techniques

MAM1050: Agriculture Consumer Products & Services MAM2060: Communication Strategies 2 MAM3050: Distributing Goods & Services

MAM1910: MAM Project A MAM2080: Records Management 1 MAM3060: Setting Up a Retail Store

MAM2090: Promotion – Print Advertising MAM3070: Office Systems 2

MAM2110: E-commerce 2 MAM3080: Communication Strategies 3

MAM2130: Energy & Resources Supply & Distribution MAM3090: Records Management 2

MAM2910: MAM Project B MAM3100: Promotion – Broadcast Advertising

MAM2920: MAM Project C MAM3120: E-commerce 3

MAM2950: MAM Intermediate Practicum MAM3130: Agriculture Marketing

MAM3140: Energy & Resources Market Basics & Trends

MAM3150: The Forest Marketplace

MAM3910: MAM Project D

MAM3920: MAM Project E

MAM3950: MAM Advanced Practicum

NET1010: Digital Technology 1 NET2010: Digital Technology 2 NET3010: Digital Technology 3

NET1910: NET Project A NET2020: Workstation Technology & Operations NET3020: Digital Applications

NET2030: Network Structures NET3030: Microprocessors

NET2040: Network Media & Devices NET3040: Microprocessor Interface

NET2050: Open System Interconnection NET3050: Network Operating Systems

NET2060: Network Protocols NET3060: Wide Area Networks

NET2070: Local Area Networks NET3070: Routing Fundamentals

NET2080: Laptops & Peripherals NET3080: Internet Processes

NET2110: Telecommunications 1 NET3090: Network Management

NET2910: NET Project B NET3100: Network Media & Devices, Security

NET2920: NET Project C NET3110: Telecommunications 2

NET2950: NET Intermediate Practicum NET3910: NET Project D

NET3920: NET Project E

NET3950: NET Advanced Practicum

Management and Marketing

Networking

Enterprise and Innovation

© Alberta Education, Alberta, Canada Revised 2010 CTS: BIT / 2


2013-2014

Appendix A7 – HRH cluster course list



2013-2014



CCS1020: Back Care Basics CCS2010: Health Care 1 CCS3010: Health Care 2

CCS1030: Caring for Body Systems 1 CCS2030: Caring for Body Systems 2 CCS3020: Health Care 3

CCS1080: Community Volunteerism 1 CCS2040: Integrative Health CCS3030: Aging

CCS1910: CCS Project A CCS2080: Community Volunteerism 2 CCS3050: Supporting Positive Behaviour

CCS2910: CCS Project B CCS3060: Supporting Persons with Disabilities 1

CCS2920: CCS Project C CCS3070: Supporting Persons with Disabilities 2

CCS2950: CCS Intermediate Practicum CCS3080: Community Enhancement

CCS3110: Early Learning & Child Care 1





CCS3910: CCS Project D

CCS3920: CCS Project E

CCS3950: CCS Advanced Practicum

COS1010: Personal & Professional Practices COS2000: Salon Design COS3000: The Science of Cosmetology

COS1020: Long Hair Design 1 COS2010: Long Hair Design 2 COS3010: Professional Relationships

COS1910: COS Project A COS2210: Client Services & Sales 1 COS3020: Long Hair Design 3

COS2910: COS Project B COS3280: Client Services & Sales 2

COS2920: COS Project C COS3910: COS Project D

COS2950: COS Intermediate Practicum COS3920: COS Project E

COS3950: COS Advanced Practicum

Accreditation – Advanced Level (Hairstylist Trade)

HSA3400: Hair & Scalp Care 1 HSA3485: Haircutting 7 – Current Trends Client Services HSA3585: Hair Colouring 3 – Client Services

HSA3410: Hair & Scalp Care 2 HSA3495: Haircutting 8 – Male Client Services HSA3590: Hair Colouring 4 – Decolourization

HSA3420: Hair & Scalp Care 3 HSA3505: Hair Care & Cutting 1 – Client Services HSA3595: Hair Colouring 5 – Decolourization Client Services

HSA3425: Hair & Scalp Care 4 – Client Services HSA3515: Hair Care & Cutting 2 – Client Services HSA3600: Hair Colouring 6 – Colour Correction

HSA3430: Hair Styling 1 HSA3520: Chemical Texturizing 1 HSA3605: Hair Colouring 7 – Advanced Client Services 1

HSA3440: Hair Styling 2 HSA3530: Chemical Texturizing 2 – Cold Waving HSA3615: Hair Colouring 8 – Advanced Client Services 2

HSA3445: Hair Styling 3 – Client Services HSA3540: Chemical Texturizing 3 – Heat Assisted HSA3620: Hair Goods & Extensions

HSA3450: Haircutting 1 HSA3550: Chemical Texturizing 4 – Designer HSA3625: Hair Goods & Extensions – Client Services

HSA3455: Haircutting 2 – Client Services HSA3555: Chemical Texturizing 5 – Client Services HSA3630: Historical Cosmetology

HSA3460: Haircutting 3 – Advanced Techniques HSA3560: Hair Texturizing HSA3640: Creative Cosmetology

HSA3465: Haircutting 4 – Advanced Techniques Client Services HSA3565: Hair Texturizing – Client Services HSA3650: Competition Cosmetology

HSA3470: Haircutting 5 – Creative Services HSA3570: Hair Colouring 1

HSA3475: Haircutting 6 – Creative Client Services HSA3580: Hair Colouring 2 – Oxidative

Health, Recreation and Human Services (HRH) Courses

Community Care Services

Cosmetology

© Alberta Education, Alberta, Canada Revised August 2011 CTS: HRH / 1




EST1020: Skin Care Practices EST2030: Facials EST3010: Spa Awareness

EST1025: Skin Care Practices – Client Services EST2035: Facials – Client Services EST3030: Body Therapy

EST1070: Manicuring 1 EST2050: Make-up EST3040: Hair Removal

EST1140: Theatrical Make-up 1 EST2055: Make-up – Client Services EST3045: Hair Removal – Client Services

EST1910: EST Project A EST2070: Manicuring 2 EST3060: Facial & Body Adornment

EST2075: Manicuring 3 – Client Services EST3070: Pedicuring

EST2090: Nail Art EST3075: Manicuring & Pedicuring – Client Services

EST2140: Theatrical Make-up 2 EST3090: Nail Enhancement – Gel

EST2910: EST Project B EST3100: Nail Enhancement – Acrylic

EST2920: EST Project C EST3105: Nail Enhancement – Client Services

EST2950: EST Intermediate Practicum EST3115: Esthetics – Client Services

EST3140: Theatrical Make-up 3

EST3145: Theatrical Make-up 4 – Client Services

EST3150: Competition Esthetics

EST3910: EST Project D

EST3920: EST Project E

EST3950: EST Advanced Practicum

FOD1010: Food Basics FOD2030: Food Decisions & Health FOD3010: Food for Life Stages

FOD1020: Contemporary Baking FOD2040: Cake & Pastry FOD3020: Nutrition & Digestion

FOD1030: Snacks & Appetizers FOD2050: Bread Products FOD3030: Creative Baking

FOD1040: Meal Planning 1 FOD2060: Milk Products & Eggs FOD3040: Yeast Products

FOD1050: Fast & Convenience Foods FOD2070: Soups & Sauces FOD3050: Advanced Soups & Sauces

FOD1060: Canadian Heritage Foods FOD2090: Creative Cold Foods FOD3060: Food Presentation

FOD1070: Farm to Table FOD2100: Basic Meat Cookery FOD3070: Short-order Cooking

FOD1080: Food & Nutrition Basics FOD2110: Fish & Poultry FOD3080: Advanced Meat Cookery

FOD1910: FOD Project A FOD2120: Meal Planning 2 FOD3090: Butcher Shop

FOD2130: Vegetarian Cuisine FOD3100: Entertaining with Food

FOD2140: Rush-hour Cuisine FOD3110: Food Processing

FOD2150: Food Safety & Sanitation FOD3120: Food Evolution/Innovation

FOD2160: Food Venture FOD3130: The Food Entrepreneur

FOD2170: International Cuisine FOD3160: Regional Cuisine

FOD2180: Vegetables & Fruits FOD3910: FOD Project D

FOD2190: Grains, Legumes, Pulses, Nuts & Seeds FOD3920: FOD Project E

FOD2910: FOD Project B FOD3950: FOD Advanced Practicum

FOD2920: FOD Project C

FOD2950: FOD Intermediate Practicum

Esthetics

Foods




Community Care ServicesAccreditation – Advanced Level (Cook Trade)

CKA3400: Kitchen Orientation CKA3440: Pantry – Salads & Sandwiches CKA3480: Saucier 1

CKA3405: Kitchen Orientation – Food Service CKA3445: Pantry – Food Service CKA3490: Saucier 2

CKA3410: Culinary Fundamentals CKA3450: Bakeshop CKA3495: Saucier – Food Service

CKA3420: Breakfast Foods CKA3465: Bakeshop – Food Service CKA3500: Meat Cookery

CKA3425: Breakfast – Food Service CKA3470: Yeast Products CKA3515: Meat Cookery – Food Service

CKA3430: Entremetier CKA3475: Yeast Products – Food Service CKA3520: Poultry, Fish & Seafood

CKA3435: Entremetier – Food Service CKA3525: Poultry, Fish & Seafood – Food Service

HCS1050: Musculoskeletal System HCS2020: First Aid /CPR with AED HCS3000: Workplace Safety Systems

HCS1060: Digestive System HCS2050: Nervous System & Senses HCS3010: Workplace Safety Practices

HCS1070: Respiratory System HCS2060: Endocrine System HCS3020: First Responder 1

HCS1080: Cardiovascular System HCS2070: Urinary System HCS3030: First Responder 2

HCS1100: Infection & Immunity 1 HCS2100: Infection & Immunity 3 HCS3040: Child Care First Aid

HCS1110: Infection & Immunity 2 HCS2120: Pain & Pain Management HCS3050: Reproduction & Readiness for Parenting

HCS1910: HCS Project A HCS2130: Chronic Conditions HCS3060: Pregnancy, Birth & Infant Care

HCS2910: HCS Project B HCS3150: Advances in Medical Technology

HCS2920: HCS Project C HCS3910: HCS Project D

HCS2950: HCS Intermediate Practicum HCS3920: HCS Project E

HCS3950: HCS Advanced Practicum

HSS1010: Health Services Foundations HSS2020: Nurturing Children HSS3010: Professional Standards & Ethics

HSS1020: Nutrition & Wellness HSS2030: Perspectives on Interpersonal Relationships HSS3020: Mental Health & Wellness

HSS1030: Communication Skills for Health Professionals HSS2040: Family Foundations HSS3050: Becoming a Mentee

HSS1040: Developing Maturity & Independence HSS2050: Becoming a Mentor HSS3060: Extending the Mentoring Relationship

HSS1050: Introduction to Mentorship HSS2080: Leadership Fundamentals 2 HSS3070: Peer Mentoring

HSS1080: Leadership Fundamentals 1 HSS2910: HSS Project B HSS3080: Leadership Fundamentals 3

HSS1090: Speaking & Presenting HSS2920: HSS Project C HSS3090: Governance & Leadership

HSS1100: Nature & Wellness HSS2950: HSS Intermediate Practicum HSS3910: HSS Project D

HSS1910: HSS Project A HSS3920: HSS Project E

HSS3950: HSS Advanced Practicum

Human and Social Services

Health Care Services





LGS1010: Private Law LGS2010: Family Law LGS3010: Property Law

LGS1020: Public Law LGS2020: Employment Law LGS3020: Dispute Resolution

LGS1030: Relationship Law LGS2030: Environmental Law LGS3040: Negligence

LGS1910: LGS Project A LGS2040: Aboriginal Law LGS3050: Small Business Law

LGS2050: Law & the Traveller LGS3060: Controversy & Change

LGS2910: LGS Project B LGS3070: Landmark Decisions

LGS2920: LGS Project C LGS3080: Criminal Law

LGS 2950: LGS Intermediate Practicum LGS3910: LGS Project D

LGS3920: LGS Project E

LGS3950: LGS Advanced Practicum

REC1020: Injury Management 1 REC2010: Nutrition for Recreation Activities & Sport REC3010: Human Movement

REC1030: Technical Foundations for Injury Management REC2020: Injury Management 2 REC3020: Injury Management 3

REC1040: Foundations for Training 1 REC2040: Foundations for Training 2 REC3040: Training & Conditioning

REC1050: Sport Psychology 1 REC2050: Sport Psychology 2 REC3050: Sport Psychology 3

REC1910: REC Project A REC2060: Leadership in Recreation & Sport REC3060: Ever Active Kids Leadership

REC2070: Ever Active Aging Leadership REC3070: Fitness Instruction Leadership Principles

REC2120: Coaching 1 REC3080: Resistance Training Leadership

REC2910: REC Project B REC3090: Aquatic Fitness Training Leadership

REC2920: REC Project C REC3100: Fitness Leadership for the Older Adult

REC2950: REC Intermediate Practicum REC3110: Group Exercise Leadership

REC3120: Coaching 2

REC3130: Officiating

REC3140: Sport & Society

REC3910: REC Project D

REC3920: REC Project E

REC3950: REC Advanced Practicum

TOU1010: The Tourism Sector TOU2010: Event Management TOU3000: Tourism Essentials

TOU1030: Quality Guest Service TOU2040: Food & Beverage Service TOU3010: Food & Beverage Functions

TOU1040: The Food & Beverage Industry TOU2050: Meetings & Conferences TOU3020: Food & Beverage Manager

TOU1050: The Accommodation Industry TOU2060: Travel Destinations 1 TOU3040: Accommodations Operations

TOU1060: The Travel Industry TOU2070: Travel Destinations 2 TOU3060: Destination Management

TOU1070: The Attractions Industry TOU2080: Travel Planning TOU3080: Air Transportation

TOU1120: Adventure & Ecotourism 1 TOU2120: Adventure & Ecotourism 2 TOU3090: Surface Transportation

TOU1910: TOU Project A TOU2910: TOU Project B TOU3120: Adventure & Ecotourism 3

TOU2920: TOU Project C TOU3910: TOU Project D

TOU2950: TOU Intermediate Practicum TOU3920: TOU Project E

TOU3950: TOU Advanced Practicum

Tourism

Recreation Leadership

Legal Studies



2013-2014

Appendix A8 – MDC cluster course list



2013-2014



COM1005: Visual Composition COM2015: Media Impact COM3005: Creative Writing

COM1015: Media COM2025: Electronic Layout & Publishing 1 COM3025: Electronic Layout & Publishing 2

COM1025: Typography COM2035: Raster Graphics 1 COM3035: Raster Graphics 2

COM1035: Graphics Tools COM2045: Vector Graphics 1 COM3045: Vector Graphics 2

COM1055: Web Design 1 COM2055: Web Design 2 COM3055: Rich Media - Basics

COM1105: Audio/Video COM2105: AV Preproduction 1 COM3065: Rich Media - Programming

COM1145: Animation 1 COM2115: AV Production 1 COM3075: Cascading Style Sheets

COM1165: Printing 1 COM2125: AV Postproduction 1 COM3085: Content Management Systems

COM1205: Photography - Introduction COM2145: Animation 2 COM3105: AV Preproduction 2

COM1215: Photography - Exposure COM2155: Design - Brand Identity COM3115: AV Production 2

COM1255: E-Learning & Learning Management Systems COM2165: Printing 2 COM3125: AV Postproduction 2

COM1275: Photography - Digital Processing 1 COM2175: Interactive Presentation COM3135: Audio Techniques

COM1910: COM Project A COM2205: Photography - Composition COM3145: Animation 3

COM2215: Photography - Communication COM3155: Design - Advertising Campaigns

COM2225: Photography - Darkroom Techniques COM3165: AV Broadcasting

COM2235: Photography - Lenses COM3205: Photography - Lighting

COM2285: Com Tech Client Services 1 COM3215: Photography - Photojournalism

COM2910: COM Project B COM3225: Photography - Colour

COM2920: COM Project C COM3235: Photography - B/W Digital Techniques

COM2950: COM Intermediate Practicum COM3245: Photography - Outdoor

COM3275: Photography - Digital Processing 2

COM3285: Com Tech Client Services 2

COM3910: COM Project D

COM3920: COM Project E

COM3950: COM Advanced Practicum

Media, Design & Communication Arts (MDC) Courses

Communication Technology

© Alberta Education, Alberta, Canada 2010 CTS: MDC / 1




DES1010: Sketch, Draw & Model DES2035: 2-D Design 2 DES3035: 2-D Design 3

DES1020: The Design Process DES2045: 3-D Design 2 DES3045: 3-D Design 3

DES1030: 2-D Design 1 DES2055: CAD 2 DES3055: CAD 3

DES1040: 3-D Design 1 DES2060: Evolution of Design DES3065: Technical Design 3

DES1050: CAD 1 DES2065: Technical Design 2 DES3075: Technical Drafting 3

DES1060: Technical Design & Drafting 1 DES2075: Technical Drafting 2 DES3095: Architectural Design

DES1910: DES Project A DES2910: DES Project B DES3105: Engineering Design

DES2920: DES Project C DES3115: Industrial Design

DES2950: DES Intermediate Practicum DES3125: Interior Design

DES3135: Landscape Design

DES3145: Modelling – Real

DES3155: Modelling – Virtual

DES3165: Presentation

DES3170: Future of Design

DES3910: DES Project D

DES3920: DES Project E

DES3950: DES Advanced Practicum

Design Studies





FAS1000: Fashion Illustration 1 FAS2000: Fashion Illustration 2 FAS3000: Fashion Illustration 3

FAS1010: Fashion Dynamics FAS2030: Computer-aided Pattern Design 1 FAS3020: Computer-aided Pattern Design 2

FAS1020: Textiles & Their Care FAS2040: Evolution of Fashion FAS3030: Pattern Drafting 2

FAS1030: Sewing Fundamentals FAS2050: Flat Pattern 1 FAS3040: Contemporary Tailoring

FAS1050: Redesign, Recycle & Restore FAS2060: Pattern Drafting 1 FAS3050: Flat Pattern 2

FAS1060: Creating Accessories 1 FAS2080: Activewear FAS3060: Couture

FAS1080: Knitwear FAS2090: Specialty Fabrics 1 FAS3070: Creators of Fashion

FAS1130: Construction Fundamentals 1 FAS2100: Sewing For Others FAS3080: Cultural Fashions

FAS1170: Digital Embroidery Tools 1 FAS2110: Creating Home Decor FAS3090: Specialty Fabrics 2

FAS1190: Textile Arts 1 FAS2120: Surface Embellishment FAS3120: Wearable Art

FAS1910: FAS Project A FAS2130: Construction Fundamentals 2 FAS3130: Construction Fundamentals 3

FAS2140: Fashion Merchandising FAS3140: Fashion Retailing

FAS2150: Upholstery FAS3150: Draping

FAS2160: Creating Accessories 2 FAS3160: Industrial Sewing Techniques

FAS2170: Digital Embroidery Tools 2 FAS3170: Digital Embroidery Tools 3

FAS2180: Creative Costuming FAS3180: Theatrical Costuming

FAS2190: Textile Arts 2 FAS3190: Textile Arts 3

FAS2910: FAS Project B FAS3200: Outdoor Clothing

FAS2920: FAS Project C FAS3910: FAS Project D

FAS2950: FAS Intermediate Practicum FAS3920: FAS Project E

FAS3950: FAS Advanced Practicum

Fashion Studies


2013-2014



2013-2014

Appendix A9 – NAT cluster course list



2013-2014



AGR1010: Introduction to Agriculture AGR2010: Diversity in Agriculture AGR3000: Agriculture Safety

AGR1040: Introduction to Animal Basics AGR2020: Animal Husbandry/Welfare AGR3030: Field Crops 2

AGR1050: Plant Propagation AGR2030: Field Crops 1 AGR3040: Livestock/Poultry 2

AGR1055: Gardening AGR2040: Livestock/Poultry 1 AGR3050: Agrifoods 2

AGR1070: Landscaping 1 AGR2045: Companion Animals AGR3060: Landscaping 3

AGR1080: Floral Design – Mechanics AGR2050: Agrifoods 1 AGR3070: Equine 2

AGR1085: Floral Design 1 AGR2060: Landscaping 2 AGR3085: Floral Design 3

AGR1100: Agriculture Technology AGR2070: Equine 1 AGR3095: Display Design

AGR1150: Greenhouse/Nursery Crops 1 AGR2085: Floral Design 2 AGR3100: Biotechnology

AGR1910: AGR Project A AGR2095: Indoor Plants AGR3120: Soils Management 2

AGR2100: Protective Enclosures AGR3150: Greenhouse/Nursery Crops 3

AGR2120: Soils Management 1 AGR3160: Turf Management

AGR2130: Integrated Pest Management AGR3910: AGR Project D

AGR2150: Greenhouse/Nursery Crops 2 AGR3920: AGR Project E

AGR2910: AGR Project B AGR3950: AGR Advanced Practicum

AGR2920: AGR Project C

AGR2950: AGR Intermediate Practicum

ENS1010: Introduction to Stewardship ENS2030: Ecological Economics ENS3030: The Green Economy

ENS1020: Fostering Stewardship ENS2040: Environmental Health & Safety ENS3040: Energy & the Environment

ENS1030: Consumerism ENS2050: Environmental Ethics ENS3050: Environmental Politics

ENS1040: Living with the Environment ENS2120: Water Management 1 ENS3110: Integrated Resource Management

ENS1110: Natural Resources ENS2130: Renewable & Nonrenewable Energy Resources ENS3120: Water Management 2

ENS1115: Resource Management ENS2140: By-product Management ENS3130: Sustainable Energy

ENS1910: ENS Project A ENS2210: Sustainable Building Design & Construction ENS3210: Sustainable Community Planning & Design

ENS2220: Energy Conservation Principles ENS3220: Energy Conservation Applications

ENS2910: ENS Project B ENS3910: ENS Project D

ENS2920: ENS Project C ENS3920: ENS Project E

ENS2950: ENS Intermediate Practicum ENS3950: ENS Advanced Practicum

Environmental Stewardship

Natural Resources (NAT) Courses

Agriculture

© Alberta Education, Alberta, Canada 2010 CTS: NAT / 1


Natural Resources (NAT) Courses

Agriculture

FOR1010: Forests & Society FOR2010: Forestry Protection & Stewardship FOR3010: Issues & Trends in Forestry

FOR1020: Forest Ecology in Regions of Canada FOR2030: Regulating Alberta's Forests FOR3060: Forest Mensuration 2

FOR1050: Forest Imagery FOR2060: Forest Mensuration 1 FOR3080: Forest Research & Development

FOR1100: Forest Use & Protection FOR2070: Sustainable Fibre Harvesting & Processing FOR3090: Forest Ecology – Silvics & Succession

FOR1910 FOR Project A FOR2100: Forest Management FOR3110: Silviculture

FOR2910: FOR Project B FOR3910: FOR Project D

FOR2920: FOR Project C FOR3920: FOR Project E

FOR2950: FOR Intermediate Practicum FOR3950: FOR Advanced Practicum

PRS1010: Overview of Alberta Geology PRS2020: Conventional Oil/Gas Exploration PRS3020: Conventional Oil/Gas Recovery & Production

PRS1020: Nonrenewable Resources PRS2030: Non-conventional Hydrocarbons Exploration PRS3030: Non-conventional Hydrocarbons Recovery & Production

PRS1050: Renewable Resources PRS2040: Metals/Nonmetals Exploration PRS3040: Metals/Nonmetals Recovery & Production

PRS1060: Consumer Products & Services PRS2060: Refining Hydrocarbons PRS3060: Petrochemicals

PRS1910: PRS Project A PRS2070: Refining Rocks & Minerals PRS3070: Industrial Materials

PRS2910: PRS Project B PRS3910: PRS Project D

PRS2920: PRS Project C PRS3920: PRS Project E

PRS2950: PRS Intermediate Practicum PRS3950: PRS Advanced Practicum

WLD1010: Introduction to Wildlife WLD2020: Diversity of Wildlife Values WLD3020: Wildlife Protection & Stewardship

WLD1020: Wildlife Diversity WLD2040: Wildlife Spaces & Species WLD3040: Wildlife Management Research Study

WLD1050: People, Culture & Wildlife Heritage WLD2060: Wildlife & Society WLD3050: Wildlife Management Principles

WLD1060: Wilderness Navigation WLD2070: Hunting & Game Management Practice WLD3060: Wildlife Management Applications

WLD1070: Hunting & Game Management Theory WLD2080: Angling & Fish Management Practice WLD3090: Analyzing Issues in Wildlife

WLD1075: Bowhunting Education WLD2090: Issues in Wildlife WLD3130: Outdoor Leadership

WLD1080: Angling & Fish Management Theory WLD2100: Outdoor Cooking Practice WLD3140: Introduction to Guiding

WLD1090: Boating Safety WLD2130: Outdoor Excursion WLD3910: WLD Project D

WLD1100: Outdoor Cooking Theory WLD2910: WLD Project B WLD3920: WLD Project E

WLD1130: Outdoor Survival Skills WLD2920: WLD Project C WLD3950: WLD Advanced Practicum

WLD1910 WLD Project A WLD2950: WLD Intermediate Practicum

Wildlife

Forestry

Primary Resources

© Alberta Education, Alberta, Canada 2010 CTS: NAT / 2


2013-2014

Appendix A10 – TMT cluster course list



2013-2014


© Alberta Education, Alberta, Canada Revised 2010 CTS: TMT / 1


CON1010: Construction Tools & Materials CON2010: Site Preparation CON3010: Concrete – Structures & FinishesCON1070: Building Construction CON2020: Concrete Forming CON3020: Masonry Work – Structures & FinishesCON1120: Product Management CON2030: Alternative Foundations CON3030: Wall & Ceiling FinishingCON1130: Solid Stock Construction CON2035: Framing Systems – Floor CON3040: Stair ConstructionCON1140: Turning Operations CON2045: Framing Systems – Wall CON3050: Roof Structures 2 CON1160: Manufactured Materials CON2050: Roof Structures 1 CON3060: Doors & TrimCON1180: Mould Making & Casting CON2060: Doors, Windows & Siding CON3070: FloorcoveringCON1910: CON Project A CON2070: Electrical Systems CON3080: Energy-efficient Housing

CON2080: Plumbing Systems CON3090: Renovations/RestorationsCON2090: Climate Control Systems CON3105: Commercial StructuresCON2100: Agri-structures CON3110: Site ManagementCON2120: Multiple Materials CON3120: Tool MaintenanceCON2130: Furniture – Box Construction CON3130: Furniture – Leg & RailCON2140: Furniture – Frame & Panel CON3140: Furniture – Surface EnhancementCON2150: Finishing & Refinishing CON3150: Furniture RepairCON2160: Cabinetmaking – Web & Face Frame CON3160: Cabinetmaking – Cabinets & CountertopsCON2170: Cabinetmaking – Door & Drawer CON3170: Cabinetmaking – Layout & InstallationCON2180: Wood Forming CON3190: Production PlanningCON2190: Manufacturing Systems CON3200: Production ManagementCON2200: Product Development CON3210: Framing Systems – AdvancedCON2910: CON Project B CON3910: CON Project DCON2920: CON Project C CON3920: CON Project ECON2950: CON Intermediate Practicum CON3950: CON Advanced Practicum

CRA3400: Introduction to Work Site Safety CRA3420: Foundations & Concrete Structures CRA3440: CRA Practicum Course ACRA3405: Basic Hand, Power Tools & Safety CRA3425: Blueprint Drawings & Sketching CRA3445: CRA Practicum Course BCRA3410: Construction Materials & Processes CRA3430: Construction Machines, Tools & Equipment CRA3450: CRA Practicum Course CCRA3415: Site Preparation & Floor Systems CRA3435: Blueprint Interpretation CRA3455: CRA Practicum Course D

PLA3900: Apprenticeship Safety PLA3435: Drainage & Venting PLA3470: Plumbing SciencePLA3405: Tools & Equipment PLA3440: Fixtures & Trim PLA3475: Print ReadingPLA3410: Nonferrous Materials PLA3445: Heating PLA3480: PLA Practicum APLA3415: Ferrous Materials PLA3450: Heating Installation PLA3485: PLA Practicum BPLA3420: Welded & Flanged Materials PLA3455: Gas Fundamentals PLA3490: PLA Practicum CPLA3425: Historic Materials PLA3460: Gas Theory PLA3495: PLA Practicum DPLA3430: Residential Plumbing PLA3465: Plumbing Mathmatics

Trades, Manufacturing & Transportation (TMT) Courses

Construction

Accreditation – Advanced Level (Carpenter Trade)

Accreditation – Advanced Level (Plumber Trade)


Introductory Level Intermediate Level Advanced LevelTrades, Manufacturing & Transportation (TMT) Courses

ELT1010: Electro-assembly 1 ELT2010: Electro-assembly 2 ELT3010: Electro-assembly 3ELT1030: Conversion & Distribution ELT2020: Electrical Servicing ELT3020: Electronic ServicingELT1050: Electronic Power Supply 1 ELT2030: Branch Circuit Wiring ELT3030: Power Systems & ServicesELT1080: Control Systems 1 ELT2050: Electronic Power Supply 2 ELT3040: Generation/TransformationELT1090: Analog Communication 1 ELT2080: Control Systems 2 ELT3110: AmplifiersELT1110: Security Systems 1 ELT2090: Analog Communication 2 ELT3140: MotorsELT1130: Robotics 1 ELT2110: Security Systems 2 ELT3150: Robotics 3ELT1140: Robotics Applications ELT2120: Electro-optics ELT3160: Control ApplicationsELT1910: ELT Project A ELT2130: Magnetic Control Devices ELT3170: Robotics Microprocessors

ELT2140: Robotics 2 ELT3180: Robotics Vision SystemsELT2150: Electronic Controls ELT3190: Robotics Kinematics & BehaviourELT2160: Robotics Sensor 1 ELT3200: Robotics Artificial IntelligenceELT2170: Robotics Sensor 2 ELT3205: Expert SystemsELT2180: Process Control ELT3910: ELT Project DELT2910: ELT Project B ELT3920: ELT Project EELT2920: ELT Project C ELT3950: ELT Advanced PracticumELT2950: ELT Intermediate Practicum

LOG1010: Logistics LOG2010: Warehouse & Distribute 2 LOG3010: Warehouse & Distribute 3 LOG1020: Warehouse & Distribute 1 LOG2020: Traffic & Transport 2 LOG3020: Traffic & Transport 3LOG1030: Traffic & Transport 1 LOG2030: Purchasing 2 LOG3030: Purchasing 3LOG1040: Purchasing 1 LOG2040: Inventory Management 1 LOG3040: Inventory Management 2LOG1910: LOG Project A LOG2910: LOG Project B LOG3910: LOG Project D

LOG2920: LOG Project C LOG3920: LOG Project ELOG2950: LOG Intermediate Practicum LOG3950: LOG Advanced Practicum

Electro- Technologies

Logistics



FAB1010: Fabrication Tools & Materials FAB2010: Structural Engineering FAB3010: Materials TestingFAB1040: Oxyacetylene Welding FAB2020: Print Reading FAB3020: Metallurgy FundamentalsFAB1048: Semi-automated/Automated Welding FAB2030: Oxyfuel Welding FAB3030: Gas Tungsten Arc WeldingFAB1050: Basic Electric Welding FAB2040: Thermal Cutting FAB3040: Specialized WeldingFAB1090: Sheet Fabrication 1 FAB2048: Flux Cored Arc Welding 1 FAB3048: Flux Cored Arc Welding 2FAB1100: Fabrication Principles FAB2050: Arc Welding 1 FAB3050: Arc Welding 3FAB1110: Bar & Tubular Fabrication FAB2060: Arc Welding 2 FAB3060: Arc Welding 4FAB1120: Foundry – One-piece Pattern FAB2070: Gas Metal Arc Welding 1 FAB3070: Pipe & Tubular WeldingFAB1130: Principles of Machining FAB2090: Sheet Fabrication 2 FAB3080: Automated WeldingFAB1160: Production Systems FAB2100: Sheet Fabrication 3 FAB3090: Sheet Fabrication 4 FAB1910: FAB Project A FAB2110: Forging Fundamentals FAB3110: Sheet Fabrication 5

FAB2120: Foundry – Split Pattern FAB3120: Foundry – Core MouldingFAB2130: Precision Turning 1 FAB3130: Precision Turning 2FAB2140: Precision Milling 1 FAB3140: Precision Milling 2FAB2150: CNC Turning FAB3150: CNC Milling FAB2160: Custom Fabrication FAB3160: Prefabrication PrinciplesFAB2170: Pipe Fitting FAB3170: Gas Metal Arc Welding 2FAB2910: FAB Project B FAB3910: FAB Project DFAB2920: FAB Project C FAB3920: FAB Project EFAB2950: FAB Intermediate Practicum FAB3950: FAB Advanced Practicum

MWA3900: Apprenticeship Safety MWA3425: Metallurgy & Alignment MWA3450: Print ReadingMWA3405: Measurement & Layout MWA3430: Rigging MWA3480: MWA Practicum AMWA3410: Benchwork & Fasteners MWA3435: Trade Mathematics MWA3485: MWA Practicum BMWA3415: Abrading and Cutting MWA3440: Trade Formulas MWA3490: MWA Practicum CMWA3420: Machining MWA3445: Sketching & Drawing MWA3495: MWA Practicum D

WDA3400: Fabrication Orientation & Safety WDA3425: Materials Handling WDA3445: OAW Cutting PracticalWDA3405: Fabrication Tools & Weld Faults WDA3430: Shielded Metal Arc Welding – Part 1 WDA3450: GMAW & FCAW PracticalWDA3410: Oxyfuel Welding WDA3435: Shielded Metal Arc Welding – Part 2 WDA3455: SMAW PracticalWDA3415: Gas Metal Arc Welding WDA3440: Shop/Lab Practices for GMAW, FCAW & SAW WDA3460: WDA Practicum Course AWDA3420: Flux Cored Arc Welding & Submerged Arc Welding

Fabrication

Accreditation – Advanced Level (Welder Trade)

Accreditation – Advanced Level (Millwright Trade)



MEC1010: Modes & Mechanisms MEC2010: Vehicle Detailing MEC3010: Buying & Selling VehiclesMEC1015: Mechanics Tools & Materials MEC2020: Vehicle Maintanence MEC3020: Vehicle Value AppraisalMEC1020: Vehicle Service & Care MEC2030: Lubrication & Cooling MEC3030: Engine DiagnosisMEC1040: Engine Fundamentals MEC2040: Fuel & Exhaust Systems MEC3040: Engine Tune-upMEC1090: Electrical Fundamentals MEC2050: Alternative Fuel Engines MEC3050: Engine ReplacementMEC1110: Pneumatics & Hydraulics MEC2060: Ignition Systems MEC3060: Engine Reconditioning – HeadMEC1130: Mechanical Systems MEC2070: Emission Controls MEC3070: Engine Reconditioning – BlockMEC1150: Ride & Control Systems MEC2090: Electrical Components MEC3080: Alternative Energy SystemsMEC1160: Structures & Materials MEC2100: Power Assist Accessories MEC3090: Computer SystemsMEC1165: Mechanics Welding Fundamentals MEC2110: Braking Systems MEC3100: Safety SystemsMEC1170: Metal Forming & Finishing MEC2120: Hydraulic Accessories MEC3110: Climate ControlMEC1190: Surface Preparation 1 MEC2130: Drive Line MEC3120: Power AssistingMEC1910: MEC Project A MEC2140: Transmissions/Transaxles MEC3130: Automatic Transmissions

MEC2150: Suspension Systems MEC3140: Drive Train RepairMEC2160: Steering Systems MEC3150: Wheel AlignmentMEC2170: Metal Repair & Finishing MEC3160: Body Repair EstimationMEC2180: Trim Replacement MEC3170: Damage AnalysisMEC2190: Surface Preparation 2 MEC3180: Damage Repair 1MEC2200: Refinishing 1 MEC3190: Damage Repair 2MEC2210: Touch-up & Finishing MEC3200: Refinishing 2MEC2220: Interior Repairs MEC3210: Plastic & FibreglassMEC2910: MEC Project B MEC3220: Glass ReplacementMEC2920: MEC Project C MEC3230: Refinishing 3MEC2950: MEC Intermediate Practicum MEC3910: MEC Project D

MEC3920: MEC Project EMEC3950: MEC Advanced Practicum

Accreditation – Advanced Level (Auto Service Technician Trade)

Mechanics


2013-2014

Appendix A11 – CTR Courses – Existing to New



2013-2014


Career Transitions (CTR) Courses - Existing to New

Original New Course

Course ID Original Course Name ID New Course Name

CTR1010 Job Preparation CTR1010 Job Preparation

CTR1210* Personal Safety CTR1210 to be withdrawn in 2011 - included in HCS3000

CTR1030 Client Service 1 withdrawn see practicums & client/food service in occ area

CTR2010 Job Maintenance CTR2010 Job Maintenance

CTR2030 Governance & Leadership HSS3090 Governance & Leadership

CTR2210* Workplace Safety (Practices) HCS3010 Workplace Safety Practices (available 2010)


CTR2310 Career Directions - Expansion CTR2310 Career Directions - Expansion

CTR3010 Preparing for Change CTR3010 Preparing for Change

CTR3030 Leading for Change withdrawn withdrawn - included in HSS3080, HSS3090, and CCS3080

CTR3210* Safety Management Systems HCS3000 Workplace Safety Systems (available 2010)


CTR3310 Career Directions - Transitions CTR3310 Career Directions - Transitions

CTR1110 Project 1A Introductory: Code1910

CTR1120 Project 1B

CTR2110 Project 2A Intermediate: Code2910

CTR2120 Project 2B Code2920

CTR2130 Project 2C

CTR2140 Project 2D

CTR2150 Project 2E

CTR3110 Project 3A Advanced: Code3910

CTR3120 Project 3B Code3920

CTR3130 Project 3C

CTR3140 Project 3D

CTR3150 Project 3E

CTR3040 Practicum A See Occupational Area

CTR3050 Practicum B Intermediate: Code2950

CTR3060 Practicum C Advanced: Code3950

CTR3070 Practicum D

CTR3080 Practicum E

* These courses will continue to be available for the 2010/2011 school year, and will be withdrawn effective August 31, 2011.(CTR1210, CTR2210, CTR3210)

PROJECT & Practicum Courses:

All Project and Practicum CTR codes will be withdrawn September 2010.

BIT & TMT project courses were available in September 2009.

All project & practicum courses will be available in each of the occupational areas for September 2010.

PRACTICUM Courses:

@ Alberta Education, Alberta, Canada June 2010 Page 1 of 1

2013-2014



2013-2014

Appendix A12 – School Year Calendars

2.1 School Year Calendars


2013-2014



2013-2014

Community School Teachers Report

Classes Open

Christmas Break

Spring break Last Day Students

Last Day Teachers

Beaufort Delta

Aklavik Moose Kerr Aug 26/13 Sep 4/13 Dec 20/13-Jan

5/14 Apr 14-22/14 Jun 26/14 Jun 27/14

Fort McPherson Chief Julius Aug 26/13 Sep 5/13 Dec 20/13-Jan

5/14 Apr 14-22/14 Jun 26/14 Jun 27/14

Ulukhaktok Helen Kalvak Elihakvik Jul 31/13 Aug 1/13

Dec 17/13-Jan 5/14 Apr 17/14 May 28/14 May 29/14

Inuvik East Three Elementary Aug 26/13 Sep 5/13

Dec 20/13-Jan 5/14 Apr 14-22/14 Jun 26/14 Jun 27/14

Inuvik East Three Secondary Aug 26/13 Sep 5/13


Paulatuk Angik Aug 26/13 Sep 5/13 Dec 19/13-Jan

5/14 Apr 14-22/14 Jun 26/14 Jun 26/14

Sachs Harbour Inualthuyak Aug 26/13 Sep 5/13 Dec 20/13-Jan

6/14 Apr 14-22/14 Jun 25/14 Jun 26/14

Tsiigehtchic Chief Paul Niditchie Aug 26/13 Sep 5/13


Tuktoyaktuk Mangilaluk Aug 26/13 Sep 5/13 Dec 20/13-Jan

5/14 May 12-16/14 Jun 26/14 Jun 27/14



2013-2014


Classes Open

Christmas Break


Last Day Teachers

Dehcho

Fort Providence Deh Gáh Elem. & Sec. Aug 6/13 Aug 7/13

Dec 19/13-Jan 6/14 Mar 17-28/14 Jun 24/14 Jun 25/14

Fort Simpson

Thomas Simpson Secondary Aug 26/13 Aug 26/13


Fort Simpson Bompas Elementary Aug 26/13 Aug 26/13


Jean Marie River Louie Norwegian Aug 29/13 Sep 3/13


Nahanni Butte Charles Yohin Aug 26/13 Aug 28/13 Dec 19/13-Jan

3/14 Mar 17-21/14 Jun 26/14 Jun 26/14

Fort Liard Echo Dene Aug 23/13 Aug 26/13 Dec 23/13-Jan

3/14 Mar 24-28/14 Jun 20/14 Jun 20/14

Wrigley Chief Julian Yendo Aug 26/13 Aug 28/13


Trout Lake Charles Tetcho Aug 21/13 Aug 21/13 Dec 21/13-Jan

5/14 Mar 17-21/14 Jun 18/14 Jun 18/14

Kakisa Kakisa School Aug 23/13 Aug 23/13 Dec 21/13-Jan

3/14 Mar 24-28/14 Jun 20/14 Jun 20/14



2013-2014


Classes Open

Christmas Break


Last Day Teachers

Tlicho

Behchoko Elizabeth Mackenzie Elem. Aug 22/13 Aug 26/13

Dec 23/13-Jan 3/14

Mar 17-28/14 Jun 26/14 Jun 27/14

Behchoko Chief Jimmy Bruneau Aug 27/13 Aug 27/13

Dec 20/13-Jan 3/14

Mar 17-28/14 Jun 27/14 Jun 27/14

Rae Lakes (Gameti)

Jean Wetrade Gameti Aug 22/13 Aug 27/13

Dec 20/13-Jan 3/14

Mar 15-30/14 Jun 27/14 Jun 27/14

Wekweti (Snare Lakes)

Alexis Arrowmaker Aug 22/13 Aug 27/13

Dec 20/13-Jan 3/14

Mar 17-28/14 Jun 26/14 Jun 27/14

Wha Ti Mezi Community Aug 22/13 Aug 27/13 Dec 20/13-Jan

3/14 Mar 17-

28/14 Jun 27/14 Jun 27/14

Sahtu

Colville Lake Colville Lake Aug 21/13 Aug 26/13 Dec 21/13-

Jan 6/14 Mar 8- 23/14 Jun 26/14 Jun 27/14

Deline ?Ehtseo Ayha Aug 26/13 Sep 3/13 Dec 21/13-

Jan 6/14 Mar 7- 17/14 Jun 26/14 Jun 27/14

Fort Good Hope Chief T'Selehye Aug 20/13 Aug 27/13 Dec 20/13-Jan

6/14 Mar 1-10/14 Jun 19/14 Jun 20/14

Norman Wells Mackenzie Mountain Aug 26/13 Sep 3/13

Dec 21/13-Jan 5/14

Mar 11-23/14 Jun 26/14 Jun 27/14



2013-2014


Classes Open

Christmas Break


Last Day Teachers

Sahtu – cont.

Tulita Chief Albert Wright Aug 19/13 Aug 20/13


South Slave

Fort Resolution Deninu Aug 26/13 Aug 30/13 Dec 22/13-Jan

5/14 Apr 14-25/14 Jun 27/14 Jun 27/14

Fort Smith JB Tyrrell Aug 26/13 Sep 3/13 Dec 21/13-Jan

5/14 Apr 14-25/14 Jun 26/14 Jun 27/14

Fort Smith PW Kaeser Aug 26/13 Sep 3/13 Dec 21/13-Jan

5/14 Apr 12-27/14 Jun 26/14 Jun 27/14

Hay River Harry Camsell Elementary

Aug 26/13 Sep 3/13 Dec 21/13-Jan

5/14 Apr 12-27/14 Jun 26/14 Jun 27/14

Hay River Princess Alexandra Aug 26/13 Sep 3/13


Hay River Diamond Jenness Aug 26/13 Aug 30/13

Dec 21/13-Jan 5/14

April 12-27/14 Jun 26/14 Jun 27/14

Hay River Chief Sunrise Education Aug 26/13 Sep 3/13


Lutsel K'e Lutsel K'e Dene Aug 26/13 Aug 30/13 Dec 21/13-Jan

5/14 Apr 12-27/14 Jun 26/14 Jun 27/14



2013-2014


Classes Open

Christmas Break


Last Day Teachers

YK1

Yellowknife École J.H. Sisson Aug 26/13 Sep 3/13


Mildred Hall Aug 26/13 Sep 3/13 Dec 21/13-Jan

5/14 Mar 15-30/14 Jun 26/14 Jun 26/14

N.J. Macpherson Aug 26/13 Sep 3/13 Dec 21/13-Jan

5/14 Mar 15-30/14 Jun 26/14 Jun 26/14

Range Lake North Aug 26/13 Sep 3/13


William McDonald Aug 26/13 Sep 3/13


Sir John Franklin High Aug 26/13 Sep 3/13


K’àlemì Dene Aug 26/13 Sep 3/13 Dec 21/13-Jan

5/14 Mar 15-30/14 Jun 26/14 Jun 26/14

Dettah (Detah) Kaw Tay Whee Aug 26/13 Sep 3/13 Dec 21/13-Jan

5/14 Mar 15-30/14 Jun 26/14 Jun 26/14

YCS

Yellowknife Weledeh Catholic Aug 23/13 Aug 27/13




2013-2014


Classes Open

Christmas Break


Last Day Teachers

YCS – cont.

Yellowknife École St. Joseph Aug 23/13 Aug 27/13 Dec 21/13-Jan

5/13 Mar 15-30/14 Jun 24/14 Jun 25/14

St. Patrick High School Aug 23/13 Aug 27/13


CSFTNO

Yellowknife École Allain St-Cyr Aug 30/13

Dec 21/13-Jan 5/14 Mar 15-30/14 Jun 26/14 Jun 27/14 Aug 30/13

Hay River École Boreale Aug 30/13 Dec 21/13-Jan 5/14 Mar 15-30/14 Jun 26/14 Jun 27/14 Aug 30/13


Appendix B – Student Records and Program Forms

2013-2014

B1 Request for GNWT Student Identification Number













B14 Locally Developed Course Application Form


2013-2014



2013-2014

Appendix B1 – Request for GNWT Student Identification Number



2013-2014


Please select only oneRequest Student Ministry Number (only).

Request Student Ministry Number and Demographic Information be added to PowerSchool.

To avoid possible delays in processing this request, please ensure that all student information is included on form.

STUDENT INFORMATION Legal Last Name Legal First Name Legal Middle Name(s)

Preferred Last Name Preferred First Name

Date of Birth (yyyy-mm-dd) NWT Health Care Number Gender

Ethnicity (please check one)

Dene Metis Inuit Southern Aboriginal Non-Aboriginal

PROPERTY ADDRESS MAILING ADDRESS Same as Property Address _____(Y/N)

Street Address PO Box

Community Community

Province Postal Code Province Postal CodeNT NT

ADMISSION INFORMATION PREVIOUS SCHOOL/DISTRICTName of School Name of School/District

Enrolment Date (yyyy-mm-dd) Grade Province

Request submitted by

School Name

Date

NT Student ID Number:

Government of the Northwest Territories, Yellowknife, NT X1A 2L9 CANADA

The information requested on this form is collected in accordance with the Education Act and the Access to Information and Protection ofPrivacy Act, and will be protected by the privacy provisions of these Acts. The information collected on this form will be usedDepartment of Education, Culture and Employment, for the purpose of creating a permanent Government of the NorthwestStudent Record.

by theTerritories

Request for GNWT Student Identification Number(for new NWT students only)

Please fax or email completed form to: Student Records Department of Education, Culture and Employment Government of the NWT Yellowknife, NT X1A 2L9

Fax: (867)873-0499

For information please contact, Student Records at (867)920- 8939 or (867)920-6235.

Email: ([email protected]


2013-2014

Appendix B2 – Request Changes to Student Demographic Information

2.3 Student Records



2013-2014


Corrections to be made to Student Records System, CMAS.

Corrections to be made to Student Records System, CMAS and to PowerSchool.

Student ID Number:

NEW STUDENT INFORMATION

Please indicate changes to be made

Student's Name:

Date of Birth:

Ethnicity:

NWT Health Care Number:

Address:

(of Birth Certificate, Canadian Citizenship Certificate, Legal Proof of Name Change, NWT Health Care ).

Student's (current) Name:

Last Name First Name Middle Name(s)

To avoid delays in processing this request, supporting documentation must accompany this form. (ex. Copy

(yyyy-mm-dd)

(Dene/Metis/Inuit/Non-Aboriginal/Southern Aboriginal)

Last Name First Name Middle Name(s)

Please select only one

The information requested on this form is collected in accordanceThe information requested on this form is collected in accordance

Request Changes to Student Demographic Information(Student Records System, CMAS)

The information requested on this form is collected in accordance with the Education Act and the Access to Information andProtection of Privacy Act, and will be protected by the privacy provisions of these Acts. The information collected on this form willbe used by the Department of Education, Culture and Employment, for the purpose of creating a permanent Government of theNorthwest Territories Student Record.

Request submitted by ___________________________________

School Name ___________________________________

Date ____________________________________

Please FAX or EMAIL completed form to:

Student RecordsDepartment of Education, Culture and EmploymentGovernment of the NWTYellowknife, NT X1A 2L9

Fax: (867) 873-0499

For information, please contact: Student Records at (867) 920-8939 or (867) 920-6235



2013-2014

Appendix B3 – Course Correction Form – Individual Student

2.3 Student Records



3.1.3 Individual Education Plan (IEP)


8.4 Retroactive Credits


2013-2014


NWT080398

COURSE CORRECTION FORM

Education, Culture & Employment Name of School School Code

Surname Given Names

NWT Identification # Date of Birth (yyyy/mm/dd) 100

Counsellor/Teacher Submitting Correction

COURSE CORRECTION:

• Each course to be changed must first be deleted and then added with the new information. • Use the A/D field to indicate whether a course is being deleted “D” or added “A”. • Under the Course Mark field use “R” to indicate Retro credits, and “P” for completed Comm. Service. • When referring to the course year it must be the school year. Ex: 09/10.

A/D Course

Code Course Name Course

Year Course Term

Course Credit

Course Mark

Course Term: 1. First Semester Return Completed Form To: Fax: (867) 873-0499

2. Second Semester Student Records 3. Third Semester Dept. of Education, Culture & Employment P.O. Box 1320 Yellowknife, NT X1A 2L9

Principal’s Approval Date

samantha_bohnet

Typewritten Text

[email protected]


2013-2014

Appendix B4 – Course Correction Form – Multiple Students

2.3 Student Records




2013-2014


NWT080398

COURSE CORRECTION FORM Education, Culture & Employment

Name of School School Code Counsellor/Teacher Submitting Correction

COURSE CORRECTION:

• Each course to be changed must first be deleted and then added with the new information.

• Use the A/D field to indicate whether a course is being deleted “D” or added “A”.

• Under the Course Mark field use “R” to indicate Retro credits, and “P” for completed Comm. Service.

• When referring to the course year it must be the school year. Ex: 09/10.

NWT ID# Last Name First Name DOB A/D Course Code

Course Name Course Year

Course Term

Course Credit

Course Mark

Course Term: 1. First Semester

2. Second SemesterReturn Completed Form To Student Records:

Fax: (867) 873-0499 Email: [email protected]. Third Semester Principal’s Approval

Dept. of Education, Culture & Employment

P.O. Box 1320

Yellowknife, NT X1A 2L9 Date


2013-2014

Appendix B5 – Secondary School Transcript Request

2.3.11 Transcripts


2013-2014


Department of Education, Culture & Employment General Information Personal Information Transcript Order

Student Signature (Required) Mail or Fax completed form to: Transcripts, Student Records Dept. of ECE, GNWT P.O. Box 1320 Yellowknife, NT X1A 2L9 FAX:867-873-0499

SECONDARY SCHOOL TRANSCRIPT REQUEST

Your official Transcript will include any or all of the following information: 1. All secondary school credit courses completed in the NWT; For additional information, please contact: 2. NWT equivalencies resulting from the evaluation of out-of-territory documentation; Transcripts, Student Records 3. The results of departmental examinations. Telephone: 867-920-6235

Fax: 867-873-0499 Note: A copy of your transcript will be sent to you automatically. [email protected]

Surname First Name Middle Name(s) Birthdate: yyyy/mm/dd

Mailing Address: E-Mail Address:

Community: Territory/Province: Postal Code: Home Phone Number:

Surname used when last registered in school: Last year attending school: Last school name attended:

Transcript requests may be honoured immediately or held pending the completion of the current semester or examination period specified. Time periods for the release of transcripts are listed below. No fees are required. Use the following codes to indicate the time periods for which you require a transcript: IM – Immediately 1 – First Semester Results/January Exams 2 – Second Semester Results/June Exams 3 – Summer School Results/August Exams

Time Code Send To: Mailing Address Community Postal Code

Signature Date

mailto:[email protected]�


2013-2014

Appendix B6 – Request to Waive Courses(s) Application Form

2.3 Student Records

5.2.2 Students Entering Senior High from Outside of the NWT


2013-2014


Education, Culture & Employment

PRINCIPAL’S NAME School Code

SCHOOL NAME Community

NOTE: Rationale must include from where the student transferred i.e. province, territory, country ✱ Community Service 20 – Only Mature Students can have this waived.

All other graduation requirements must be met, including the minimum of 100 credits. ✱✱ (unless the student is transferring in from Alberta)

Principal’s Signature Date

Please submit completed application to:

ATTENTION: Chairperson, Special Cases Committee, Department of Education,

& Culture and Employment, GNWT -- P.O. Box 1320, Yellowknife, NT X1A 2L9

Fax: (867) 873-0499. Email: [email protected]

NWT 190399 Department of Education, Culture and Employment, Government of the Northwest Territories

REQUEST TO WAIVE COURSE(S) APPLICATION FORM

Course Requirements waived to Mature Students (Section 8.3)

Students entering a NWT program as a first-time student in Grade 12*

Students entering a NWT program as a first-time student in Grade 11

Physical Education 10** Northern Studies 10 Career & Technology Studies (all courses)

Fine Arts Calm 20** Community Service *

Name:

NWT Student #:

Name:

NWT Student #:

Name:

Name:

Name:

Name:

NWT Student #:

NWT Student #:

NWT Student #:

NWT Student #:

Rationale:

Rationale:

Rationale:

Rationale:

Rationale:

Rationale:

DOB: DOB:

DOB:

DOB:

DOB:

DOB:

DOB:


2013-2014

Appendix B7 – Community Service Hours

2.3 Student Records


2013-2014


Dept. of Education, Culture and Employment

GOAL Community Service 20 (also known as CALM hours) is a required element in the Northwest Territories for a high school diploma. The Dept. of ECE‘s Senior Secondary Handbook describes Community Service 20 as follows:

The Community Service module comprises twenty-five hours of volunteer community work. The activities will be planned, scheduled and executed by the individual student with the approval of the principal.

The module may be commenced in Grade 10 and completed during any year of the student‘s senior secondary schooling. However, graduation status will not be granted until the twenty-five hours of Community Service have been completed.

Community Service is any volunteer work selected and planned by the student to enhance community living. The student first determines what project she/he would like to do. The student then contacts the person(s) responsible for the selected project. Discussions are held with the school to determine whether the selected project could be classified as Community Service. The student should keep a log of all activities and work completed during each phase of the project and have these verified by the school, and the community person responsible for the practical activity. Eligible Activities

1. The 25 hours must be accumulated at non-profit organizations. 2. The student must receive no personal profit (other than the credits themselves) for the work that is done. They must not receive money or any other —perk“ as payment for their volunteer hours. 3. Hours must be accumulated outside of course hours - after school or during spares. Students may not count volunteer hours when they are supposed to be in class. 4. The project must be supervised and verified (by signing the log book) by someone other

than an immediate relative. 5. Another student may not supervise the activity.

Process

1. Students must apply for approval of any project, to be used as part of their Community Service hours, prior to commencing the volunteer hours in this area. 2. Once the responsible school staff person has approved the project, the student will be

given pages on which to record information about the project as well as all time spent on that project.

3. The project supervisor will initial each day‘s log entry and sign in full at the end of the project time.

4. When the twenty-five hours are accumulated (from one or many different projects), the completed Log Book is handed in to the Guidance Counsellor who will ensure that the appropriate credit is granted.

COMMUNITY SERVICE HOURS

Dept. of Education, Culture and Employment

ORGANIZATION NAME: (please print)

SUPERVISOR‘S NAME: (please print)

SUPERVISOR‘S WORK PHONE NUMBER: SUPERVISOR‘S HOME PHONE NUMBER:

SCHOOL APPROVAL: (Principal/Counsellor’ Name) Check if Approved:

Date Time In: Activities Done; Time Out

Total: hrs/min

Initials

Total Number of Hours: Hrs Mins

Supervisor Name: (print) Supervisor’s Signature Date

COMMUNITY SERVICE HOURS Activity/Organization Log


2013-2014

Appendix B8 – Special Projects Form

2.3 Student Records

6.13.2 Requirements for Special Projects Credits


2013-2014


Special Projects Application Date Submitted

Approved Changes recommended Denied

SCHOOL INFORMATION

School: Click here to enter text.

Address: Click here to enter text.

Telephone: Click here to enter text. Fax: Click here to enter text.

Contact Name: Click here to enter text. Position: Click here to enter text.

Email: Click here to enter text.

PROJECT INFORMATION

Project Title: Click here to enter text.

Project level: Choose an item. Number of Hours: Choose an item.

Number of Credits: Choose an item. Intended Start Date Click here to enter a date.

APPROVED BY PRINCIPAL:

_____________________ ________________________________________ Date Signature

STUDENTS AND MARKS (to be completed at end of semester or year)

Student name (insert rows to table as needed) Mark

1

Needs Assessment:

Project Purpose and Rationale:

Required Teacher/Supervisor/Instructor Qualifications:

Student Prerequisites:

2

Enduring Understandings with Learning Outcomes and Illustrative Examples:

Students will use critical thinking and 21st century skills to: Enduring Understanding Learning outcomes Illustrative examples

Assessment and Evaluation:

Assessment for this course is based on the following principles:

Recommended Weighting

% Enduring understanding

Project Outcome(s)

3

Possible links with other courses could be:

RUBRICS COULD BE INCLUDED HERE

Resources:

4


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Appendix B9 – Work Experience Log

2.3 Student records






2013-2014



Goal: Students earn credits through working to achieve knowledge and skills that could be used toward other jobs or experiences.

Process: 1. Fill in information on Log Sheet pertaining to your work information.

Ex: Who you work for, what your position is, supervisor’s name and contact information.

2. Earn 1 credit for every 25 hours worked (one log page).

3. At the bottom of every Log page is a section you will fill in regarding your position and what you have learned during your hours. Ex: Tim Horton’s – Counter Clerk – learned how to serve customers, multitasking (pouring coffee, getting doughnuts, using cash register), and being happy and upbeat even to unhappy customer.

4. Have your supervisor sign your log sheet confirming hours worked.

5. Hand in to your school counsellor after 125 hours have been completed (5 log pages). Hours handed in will count toward the 15, 25, 35 levels consecutively.

6. The counsellor will submit your work experience to Student Records so your transcript will be updated. NOTE: Work Experience 35 counts toward your

Additional Grade 12 Credits.

WORK EXPERIENCE Hour Log


COMPANY NAME: (please print)

SUPERVISOR‘S NAME: (please print)

SUPERVISOR‘S WORK PHONE NUMBER: SUPERVISOR‘S HOME PHONE NUMBER:

POSITION TITLE:

LOG: Date Time In: Time Out:

Total Hours

What skills or experiences have you learned from during your hours of work?

Supervisor Name: (print) Supervisor’s Signature Date

WORK EXPERIENCE Hour Log


2013-2014

Appendix B10 – Course Challenge Application for Non-Diploma Examination Courses

2.3 Student Records

6.6.2 French Immersion

8.1.2 Guidelines

8.1.3 Procedures


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CHALLENGE CREDITS Government of the Northwest Territories Box 1320, Yellowknife, N.W.T. Canada X1A 2L9 (Page 1 of 2)


COURSE CHALLENGE APPLICATION

FOR NON-DIPLOMA EXAM COURSES

Student Information

Student Name:_____________________ Student ID#: ______________ Date:_____________

Course to be challenged: __________________________________________

Previous Courses taken in this subject Area:

Course Teacher/School Mark

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Reasons for the Challenge Assessment Request: (Be Specific)

_______________________________________________________________________________

_______________________________________________________________________________

Student Signature ______________________________________________

PARENT APPROVAL

I have read and understood the attached policies regarding challenge assessments. I

understand that my son/daughter/ward is prepared to demonstrate his/her understanding of

the course objectives for _________________________ on this date _______________.

(name of course)

Parent/Guardian Signature _______________________________________



PRINCIPAL

I recommend that (name of student) (NWT Student I.D. or date of Birth)

be granted a course challenge for: .

COMMENTS:

SCHOOL: SCHOOL CODE: PHONE NUMBER:

SCHOOL’S ADDRESS:

PRINCIPAL’S NAME (please print):

PRINCIPAL’S SIGNATURE: DATE:

The assessment for this course included: (must select at least two)

Portfolio of Learning Written Exam Oral Exam Practical Exam

Please submit completed to:

Student Records, Department of Education, Culture and Employment, GNWT

P.O. Box 1320, Yellowknife, NT X1A 2L9 Phone: (867) 920-6235 Fax: (867) 873-0499

[email protected]

For Students Records USE ONLY:

Note: Only the second page needs to be submitted to Student Records Challenge Assessment Written ON: Date: ____________ Challenge Assessment Administered: By: _______________________

Course Challenge Assessment Mark: ________%_



2013-2014

Appendix B11 – Course Challenge Application for Diploma Examination Courses

2.3 Student Records

8.1.2 Guidelines

8.1.3 Procedures


2013-2014




COURSE CHALLENGE APPLICATION

FOR DIPLOMA EXAM COURSES

Student Information

Student Name:_____________________ Student ID#: ______________ Date:_____________

Course to be challenged: __________________________________________

Previous Courses taken in this subject Area:

Course Teacher/School Mark

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Reasons for the Challenge Assessment Request: (Be Specific)

_______________________________________________________________________________

_______________________________________________________________________________

Student Signature ______________________________________________

PARENT APPROVAL

I have read and understood the attached policies regarding challenge assessments. I

understand that my son/daughter/ward is prepared to demonstrate his/her understanding of

the course objectives for _________________________ on this date _______________.

(name of course)

I am aware that for Diploma Exam Courses, the mark will count as 100% of the school

awarded mark only. To obtain credits, the Diploma Exam must also be written.

Parent/Guardian Signature _______________________________________



PRINCIPAL


be granted a course challenge for the Diploma Examination

and will write the above Diploma Examination at the next administration

COMMENTS:


SCHOOL’S ADDRESS:



The assessment for this course included: (must select at least two)

Portfolio of Learning Written Exam Oral Exam Practical Exam

Please submit completed to:

Student Records, Department of Education, Culture and Employment, GNWT

P.O. Box 1320, Yellowknife, NT X1A 2L9 Phone: (867) 920-6235 Fax: (867) 873-0499

[email protected]

For Students Records USE ONLY:

Note: Only the second page needs to be submitted to Student Records Challenge Assessment Written ON: Date: ____________ Challenge Assessment Administered: By: _______________________

Course Challenge Assessment Mark: ________%_



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Appendix B12 – High School Evaluation Report

2.3 Student Records



2013-2014



This form and copies of the Official documents upon which an evaluation is based are to be forwarded to the Student Records Officer, NWT to report: DEPT USE ONLY

SECTION A – STUDENT DATA: THIS SECTION MUST BE COMPLETED FOR EACH STUDENT EVALUATED: SCHOOL NAME NWT STUDENT ID # SURNAME FIRST & MIDDLE NAMES BIRTHDATE (YYYY/MM/DD) SEX M-Male TELEPHONE F-Female

PERMANENT ADDRESS SECTION B – COMPLETE THIS SECTION ONLY IF YOU ARE UNABLE TO PROVIDE NWT STUDENT ID #:

Was the student previously enrolled in grades 9 – 12 in an accredited NWT School? YES NO If the answer is “YES”, please complete the following section: Highest grade completed in a NWT School was: 9 10 11 12

Last year of attendance: 20 _____

Last NWT School:

Location:

SECTION C – COMPLETE THIS SECTION ONLY IF THE STUDENT HAS HAD A LEGAL NAME CHANGE SINCE LAST

REGISTERING WITH A NWT HIGH SCHOOL:

PREVIOUS SURNAME

FIRST & MIDDLE NAME

A photocopy of proof of legal name change must accompany this document.

HIGH SCHOOL

EVALUATION REPORT

PART 1

X

1. High School course credits granted to a student as a result of an evaluation of high school or college/university documents originating outside of the NWT; or

2. High School course credits granted for music completed through a recognized private study; or

Registration Type

D-Day E- Evenings S-Summer

867-

Apt./Street/Ave./P.O.Box/Route

Village/Town/City

Province/Territory Postal Code

HIGH SCHOOL EVALUATION REPORT Part 2

SECTION D - TYPE OF EVALUATION (PLACE AN “X” OVER THE APPROPRIATE BOX)

NON-ACCREDITED SCHOOL

A OUT-OF-COUNTRY B OUT-OF-TERRITORY C MUSIC DOCUMENTS D (e.g. NWT category 4 private school)

If box A or B has been marked, give the name of the province/territory or country:

If box D has been marked, give the name of the school:

SECTION E - REPORTING OF EVALUATED COURSES:

Credits are to be awarded only for subjects which have been given a “pass” mark in the previous school/territory/country. Whenever possible, if the school is recognized by GNWT Department of Education, Culture and Employment. Give actual percentage marks which conform to the NWT scale. Assign a “P” if percentage marks are not possible or the school is non-accredited or not recognized by the Minister of Education. Unassigned credits (Code 9999) are to be given for courses that do not equate to approved NWT courses.

FOR DEPARTMENT

USE ONLY X3

STUDENT ID SURNAME SCHOOL CODE SCHOOL YR TERM EVAL TYPE DIPLOMA

COURSE

CODE COURSE NAME

LANG

**

COURSE

CREDIT

COURSE

MARK

COURSE

CODE COURSE NAME

LANG

**

COURSE

CREDIT

COURSE

MARK

The student’s evaluation in the above courses is hereby approved. PRINCIPAL’S SIGNATURE DATE


2013-2014

Appendix B13 – Educational Workplace Agreement



2013-2014



2013-2014

Appendix B14 – Locally Developed Course Application Form

6.10.1 Review of Existing Locally Developed Courses


2013-2014


LOCALLY DEVELOPED COURSE APPLICATION FORM

DISTRICT EDUCATION COUNCIL/AUTHORITY:

Choose an item.

SCHOOL INFORMATION

School: Click here to enter text.

Address: Click here to enter text.

Telephone: Click here to enter text. Fax: Click here to enter text.

Contact Name: Click here to enter text. Position: Click here to enter text.

Email: Click here to enter text.

COURSE INFORMATION

Course Title: Click here to enter text.

Course level: Choose an item. Number of Instructional Hours: Click here to enter text.

Number of Credits: Click here to enter text.

Intended Start DateClick here to enter a date.

Approved by Director/Superintendent: _____________________ ________________________________________ Date Signature

TO BE COMPLETED BY NWT DEP’T OF EDUCATION, CULTURE & EMPLOYMENT

Date received: Click here to enter a date. Date of response to DEA/DEC:Click here to enter a date.

Received by: Course Code:Click here to enter text.

Reviewed by:Click here to enter text. Date Entered into Student records: Click here to enter a date.

Approved by ECSS Director: _____________________ ___________________________________________ Date Signature

Approved by Minister: _____________________ ___________________________________________ Date Signature

1

Needs Assessment:

Course Philosophy, Purpose and Rationale:

Required Teacher Qualifications:

Student Prerequisites:

2

Enduring Understandings with Learning Outcomes and Illustrative Examples:

Students will use critical thinking and 21st century skills to: Enduring Understanding Learning outcomes Illustrative examples

Assessment and Evaluation:

Assessment for this course is based on the following principles:

Recommended Weighting

% Unit Enduring understanding Project Outcome(s)

Possible links with other courses could be:

3

Assessment Plan Details

Outcome Formative Assessment activities Summative Assessment Activities

•

•

•

•

•

RUBRICS COULD BE INCLUDED HERE

Resources:

4


2013-2014

C1 Loss or Claim Reporting General Information

C2 School Excursions Form












C14 Request for Exemption from Insurance Requirements



2013-2014



2013-2014

Appendix C1 – Loss or Claim Reporting General Information

2.10.1 General Reporting Guidelines


2013-2014



2013-2014

Appendix C2 – School Excursions Form



2013-2014


July 2005 Page 2 of 2

Risk Management & InsuranceSCHOOL EXCURSIONS

Ownership Make

Year Model

VIN License Plate

Owner certifies that the vehicle is in safe operating condition

Name Title

Phone Number School

Fax Number Address

Requirements for Driver's of Automobiles, ATV's, Snowmobiles and Watercraft

Drivers of Snowmobiles and ATV’s must be 16 years of age or older, unless there is a local bylaw that prescribes a different age and issues a license or permit.

All vehicles used to transport students and/or teachers and/or chaperones must carry a minimum of $1,000,000 in third party liability insurance.

If there is to be any travelling on or across a constructed “ice road”, drivers must be 16 years of age, appropriately licensed and the vehicle must be registered, plated and carry a minimum of $1,000,000 in third party liability insurance.

If there is to be any travelling on or across a public highway outside of municipal limits, drivers must be 16 years of age, appropriately licensed and the vehicle must be registered, plated and carry a minimum of $1,000,000 in third party liability insurance.

All participants must wear CSA approved helmets while travelling on snowmobiles or ATVs.

In the case of travel by water craft, including boats, canoes and kayaks, all participants must wear CSA approved floatation devices, and the principal driver of same must be of the age of majority and must be experienced.

*Please Print Do local Municipal Bylaws require Liability Insurance on the Vehicle/Vessel?

Owner's Signature _____________________________________________________________________________________

* Please Print Form to be completed by an Authorized School Official

Email Address

The Privacy provisions of the Access to Information and Protection of Privacy (ATIP) Act protect the information collected. If you have questions about the collection, please contact Risk Management & Insurance/Treasure, Department of Finance at 867-873-7307.

July 2005 Page 1 of 2

* Please PrintName of School: Dates of Excursion:

Destination: Reason for Excursion:

Does the Owner(s) have valid Liability Insurance on Machine(s)?If the vehicle is a GNWT asset, please indicate as such and supply the Asset numbers and License plate numbers.

Yes/No Owner(s) of Machine(s) Year & Model License Plate # Policy # & Insurer

How many machines are being used on this excursion? AutomobileType # SnowmobileType #

Type # Aircraft

Train

Vessel 1 = Sled

Vessel 2 = ATV

Vessel 3 = Bus

Vessel 4 = Other

Supervisors / Chaperones:

(Please attach a list of students who are participating)

Principal's Signature: Date:

Superintendent's Signature: Date:

The following report can be sent to the Risk Management & Insurance, Department of Finance, Yellowknife by fax (867) 873-0325, mail (Box 1320, Yellowknife, NT. X1A 2L9), or email to: [email protected] and Approved Student Excursions

* To be completed for any student travel

Modes of Transportation:

(Please check all that apply) Watercraft

If Watercraft, what is the length: (Identify if feet or metres)

___________________________________

Please ensure that any and all privately owned vehicles carry a minimum of $1,000,000.00 (1 million dollars) Automobile Liability Insurance if used to transport Students.

In the event that the Automobile, Snowmobile, Watercraft or ATV is not insured by the Government of Northwest Territories, please complete the form on the reverse.



2013-2014

Appendix C3 – Standard Facilities Use Agreement



2013-2014



2013-2014

Appendix C4 – Drivers Abstract Consent Form



2013-2014


July 2005

THIS IS TO AUTHORIZE THE GOVERNMENT OF THE NWT, DEPARTMENT OF TRANSPORTATION TO DISCLOSE ALL DETAILS OF MY DRIVING RECORD INCLUDING ACCIDENTS, CONVICTIONS AND SUSPENSIONS TO RISK MANAGEMENT AND INSURANCE/TREASURY, DEPARTMENT OF FINANCE AND THE ST. PAUL TRAVELLERS INSURANCE COMPANY AND TO FURTHER AUTHORIZE RISK MANAGEMENT AND INSURANCE/TREASURY, DEPARTMENT OF FINANCE TO DISCLOSE DETAILS OF MY DRIVING RECORD TO THE ST. PAUL TRAVELLERS INSURANCE COMPANY.

Complete, sign and return, in an envelope marked Private & Confidential to: Risk Management & Insurance/Treasury Department of Finance PO Box 1320 YELLOWKNIFE NT X1A 2L9 Please Print

NAME: _________________________ DATE OF BIRTH: _____/_____/_____ DD MM YY

DRIVER'S LICENCE NUMBER: ______________________________________

PROVINCE / TERRITORY / COUNTRY: ________________________________

CHECK ONE OF THE FOLLOWING: I consent to the disclosure of my driving record. I do not consent to the disclosure of my driving record.

SIGNATURE: _____________________________ DATE: _____/_____/_____ DD MM YY

DEPT / BOARD / AGENCY: ____________________________________ _____

CITY / TOWN: ____________________________________________________

If consent is not given you will not be eligible to drive vehicles that are owned, leased or rented by the GNWT or any of its boards, agencies or committees.

This information is being collected in response to requirements for additional underwriting information by automobile insurers and will be used to obtain and maintain automobile insurance for the GNWT, its boards, agencies and committees; it will also be used to determine driver eligibility, driver training requirements and by insurers to determine the cost of automobile insurance for the GNWT, its boards, agencies and committees. The privacy provisions of the Access to Information and Protection of Privacy (ATIP) Act protect the information collected. If you have questions about the collection, please contact, Risk Management & Insurance/Treasury, Department of Finance in Yellowknife at 867-873-7307.

dpmacneill

Typewritten Text

DO NOT FAX THIS DOCUMENT

dpmacneill

Typewritten Text


2013-2014

Appendix C5 – Threat Incident Report



2013-2014


NOTE: Do not use this form to report motor vehicle accidents. Use the Vehicle Accident Report Form.

Threat Incident Report

To be completed for ALL incidents where direct threat is received against government premises, staff or activities:

If the incident appears serious or if severe injury has occurred report immediately to Risk

Management and Insurance, Department of Finance/Treasury, in Yellowknife either by phone at (867)(920-3420), fax at (867)(873-0325) or via e-mail [email protected]

Person Reporting Name: Title: Phone: Department: Settlement: Region:

Details of the Threat: Date of Occurrence: Time of Occurrence: Location (be specific): Description of Threat: Identity of Person Making Threat:

Was scene attended by police or medical personnel? RCMP Case Number: Investigating Officer: Name of Witness (es): Address of Witness (es): Phone Number of Witness (es): Report Completed by: Date this Report Completed:

The privacy provisions of the Access to Information and Protection of Privacy (ATIP) Act protect the information collected. If you have questions about the

collection, please contact Risk Management & Insurance/Treasury, Department of Finance in Yellowknife at 867-873-7307.



2013-2014

Appendix C6 – Liability Incident Report



2013-2014


NOTE: Do not use this form to report motor vehicle accidents. Use the Vehicle Accident Report Form. The privacy provisions of the Access to Information and Protection of Privacy (ATIP) Act protect the information collected. If you have questions about the collection, please contact Risk Management & Insurance/Treasury, Department of Finance in Yellowknife at 867-873-7307.

Page 1 of 2

Liability Incident Report

To be completed for ALL incidents occurring in or on government premises or involving any Government activity, which results in bodily injury or damage to property of others. If the incident appears serious or if

severe injury has occurred report immediately to Risk Management and Insurance, Department of Finance, Yellowknife either by phone at (867)(920-3420), fax at (867)(873-0325) or via e-mail

[email protected]

Person Reporting Name:

Title:

Phone: /Fax: Department: Settlement: Region:

Details of the Incident Date of Occurrence: Time of Occurrence: Location (be specific): Description of Occurrence: Please attach map/diagram, list of personnel involved with contact numbers and a narrative statement if appropriate.

If injury occurred, explain: If environmental contaminant – identify agent & quantity:

Was scene attended by police/medical/fire/environmental personnel? Person who sustained injury: Address: Telephone: Police Case Number:

If Property Damage Occurred Owner: Address: Phone: Description of Property Damaged: Estimate of Cost to Repair or Replace: Name and Address of Witness(es): Date this Report Completed:


NOTE: Do not use this form to report motor vehicle accidents. Use the Vehicle Accident Report Form. The privacy provisions of the Access to Information and Protection of Privacy (ATIP) Act protect the information collected. If you have questions about the collection, please contact Risk Management & Insurance/Treasury, Department of Finance in Yellowknife at 867-873-7307.

Page 2 of 2

Comprehensive General Liability Insurance Loss Reporting Procedure

Any incident, event or occurrence however minor which results in injury to others, or which may otherwise give rise to an allegation or claim against the Government must be promptly reported on the “Liability Incident Report” form. Fax copies to Risk Management, Dept. of Finance, Yellowknife at 867-873-0325 or email to [email protected] If the incident appears serious or if severe injury or property damage has occurred, report immediately to Risk Management and Insurance, Department of Finance, Yellowknife either by phone at (867)(920-3420), fax at (867)(873-0325) or via e-mail at mailto:[email protected] It is important that any documentation relating to an incident be forwarded immediately to Risk Management. The following will be required:

• any threat of legal action • any demand or invoice presented • any Statement of Claim issued against the GNWT, the Commissioner, any Department of the

GNWT or any employee of the GNWT if the allegations arise out of the performance of their duties

• any other information deemed necessary for each individual case.




2013-2014

Appendix C7 – Property Loss or Damage Report



2013-2014


Page 1 of 2

Person Reporting DepartmentPhone No. SettlementFax No. RegionEmail Date of Report

Date SettlementTime Location

Asset No. RCMP Case No.Type of Asset Investigating OfficerDepartment Arrests Made?Repair Estimate

Name NameAddress AddressTelephone Telephone

Name Driver's License No.Address Province/TerritoryTelephone Automobile InsurerEmail Insurance Broker

Date Completed Signature

THIRD PARTY RESPONSIBLE FOR DAMAGE

The privacy provisions of the Access to Information and Protection of Privacy (ATIP) Act protect the information collected. If you have questions about the collection, please contact Risk Management &

Insurance/Treasury, Department of Finance in Yellowknife at (867) 873-7307.

WITNESS WITNESS

WHAT HAPPENED? - Provide photographs if available

Property Loss or Damage Report

To be completed for ALL occurrences of loss, theft, damage of destructyion of assets owned by, leased to, or rented by or otherwise in the custody of the Government, its departments, boards &/or agences, except motor vehicles. If the estimated amount of the loss or damage exceeds

$100,000, you must report it IMMEDIATELY to Risk Management & Insurance/Treasury, Department of Finance in Yellowknife, either by telephone (867) 920-3420, fax (867) 873-0325 or e-mail [email protected]

DETAILS OF OCCURRENCE

DETAILS OF PROPERTY & DAMAGE CRIMINAL INVESTIGATION





Page 2 of 2

• estimate to repair or replace • specifications for repair • any and all documentation related to the repair, replacement, clean up, debris removal, equipment, • a detailed list of all damaged or destroyed contents including make, model and serial number, where

• circumstances/cause of loss • description and estimated value of damage

No repairs or replacement, other than those necessary to secure the property and/or prevent further loss or

It is important that accurate records be kept of all costs and expenses related to the occurrence, for example

All occurrences of loss, damage or destruction of Government owned or leased property, must be reported promptly on the Property Loss Report form, this includes all School property. . Any occurrence where the

loss, damage, or destruction may exceed $100,000.00 must be reported immediately by phone (867) (920-3420) by urgent facsimile (867)(873-0325) or email [email protected] at Risk Management & Insurance, Department of Finance, Yellowknife. A copy of the completed Property Loss Report should always go to

Risk Management. These reports must be filed as a condition of our insurance policy.

We always require the following information on any loss:

• date and time of loss • location and description of property involved

All Property Blanket InsuranceProperty Loss Reporting


2013-2014

Appendix C8 – Vehicle Accident Report Form



2013-2014


Human Resources Manual - 001e - Government Vehicle Use

VEHICLE ACCIDENT REPORT FORM

This report is required for ALL vehicle accidents even if no other vehicle is involved. Where injury or third party damage is in excess of $1,000.00 report immediately to Risk Management and Insurance, Department of Finance, Yellowknife by phone (867) 920-3420, fax (867) 873-0325, or e-mail [email protected]. REPORTING INFORMATION

Name Title

Department Phone Number

Fax Number Email Address

GNWT VEHICLE INFORMATION Fleet Number VIN

License Plate Number Year/Make/Model

Purpose of Trip Authorized By

Rented or Leased Rental Agency

GNWT DRIVER INFORMATION Name Department

Phone Number License Plate Number

Operator or Chauffer Number of Previous Accidents

Last Revision: January 2007 Page 1 of 3



DETAILS OF ACCIDENT Date of Accident Time

Community Road Conditions

Weather Conditions Speed

RCMP File Number Detachment

Investigating Officer Charges Laid

DAMAGE TO PROPERTY Owner’s Name Phone Number

Address Estimate of Property Damaged

Damage

DAMAGE TO MOTOR VEHICLE Owner’s Name Driver’s Name

Phone Number Address

Year Make/Model

VIN License Plate Number

Insurance Company Policy Number Agent




PERSONS INVOLVED IN ACCIDENT Name (1) Phone Number

Address Injured/Passenger/Witness

Name (2) Phone Number







2013-2014

Appendix C9 – Student Accident Claim Form


6.14.4 Reporting Student Injuries


2013-2014



STUDENT ACCIDENTCLAIM FORM

To be completed for any accident involving injuries which require medical attention. The completed form must besubmitted to Risk Management & Insurance, Department of Finance, Government of the N.W.T., P.O. Box 1320,Yellowknife, NT X1A 2L9. Phone: (867) 873-7307 Fax: (867) 873-0325, with a copy to the Director of Education.

NAME OF SCHOOL

LOCATION REGION

NAME OF STUDENT

BIRTHDATE (78 Jul 21)Year Month Day MALE FEMALE GRADE

PARENTS/GUARDIAN

PERMANENT ADDRESS Apt./Street/Ave./P.O. Box/Route

Village/Town/City Prov Postal Code

TELEPHONE (HOME) - - (WORK) - -

DETAILS OF ACCIDENT:

Date: Time:

Where parents contacted following accident? ! YES ! NO

Place: ! In School ! On School Grounds ! On way to/from School ! In Hostel/Residence ! While on Excursion

Specific Location:

Describe what happened:

Teacher/Supervisor on duty:

Nature of injury:

Describe First Aid administered:

By Whom?

Where was the student taken for medical treatment?

By Whom?

Page 1 of 2 Government of the Northwest Territories Box 1320, Yellowknife, N.W.T. Canada X1A 2L9 Appendix H

PARENT/GUARDIAN

On what date did you first consult Dentist or Physician?

Name of Dentist or Physician:

Address of Dentist or Physician:

Postal Code:

Are any benefits or services for accidents provided under any other group insurance or dental plan? ! YES ! NO

Policy # Certificate of Identity #

Name of Insuring Company:

The undersigned hereby certify that the foregoing answers are true and complete to the best of our knowledge and belief.

Signature of Parents or Guardian Date

HOSPITAL AND MEDICAL AUTHORITY

I hereby authorize any hospital, physician, surgeon or other person who has attended, treated or examined

(Name of Student) to furnish the Government of the Northwest

Territories or its representative, any and all information requested with respect to any illness or injury, medical

history, consultation, prescriptions or treatment, and copies of all hospital or medical records, and to review any

or all hospital records and reports covering this case. A photostat copy of this authorization shall be considered

as effective and valid as the original.

Signature of Parents or Guardian Date

PHYSICIAN

If claim is for fracture, dislocation or miscellaneous (part 9) have the following section completed by attendingphysician.

1. Location of fracture or injury

2. Type of fracture of injury

3. Date first treated Date of Surgery

Signature of attending Physician, M.D. Date

Page 2 of 2 Government of the Northwest Territories Box 1320, Yellowknife, N.W.T. Canada X1A 2L9 Appendix H


2013-2014

Appendix C10 – WSCC Employer’s Report of Injury

2.10.3 Critical Incident reporting




2013-2014


A – Employer Information 1. Business Name 2. Supervisor’s Name

3. Address Community Postal Code Preferred Language

4. Telephone (Include Area Code) Cell Fax Email Address

B – Worker Information 5. First Name Last Name

6. Mailing Address Community Postal Code

7. Residential Address (if different than above) 8. Date of Birth YY MM DD 9. Male Female

10. Telephone (Include Area Code) Cell Email Address 11. Social Insurance Number 12. Single Married Common-Law Widowed Divorced 13. Number of Dependants 14. Worker’s Occupation 15. Is a job description available? Yes No

16. Does the worker work in more than one Province/Territory for this employer? 17. Is the worker a subcontractor? Yes No Yes If yes, please list the Provinces/Territories: No 18. Is the worker an owner or operator? Yes No

C – Incident Details 19. Place of Incident – Name of City/Town Province/Territory

20. Incident Date YY MM DD Date first reported to Employer YY MM DD Date first disabled from work YY MM DD

Time: AM / PM Time: AM / PM 21. Did incident occur on employer’s premises? Yes No If no, where?

22. Does the worker have a job to return to? Yes No If no, please attach an explanation 23. Was first aid provided? Yes No By whom: 24. Was any other treatment sought by worker? Yes No 25. If other treatment was sought, please complete the following:

Name of Health Care facility worker was treated at: Name of attending Health Care Professional:

D – Reporting Details / Return to Work (Give full explanations and attach extra sheets if necessary) 26. Were the worker’s actions at the time of injury for the purpose of your business? Yes No If no, please attach an explanation

27. Is the activity part of the worker’s regular work? 28. Are you satisfied that the incident occurred as reported? Yes No If no, please attach an explanation Yes No If no, please attach an explanation

29. Please describe the incident in as much detail as possible. Include: where it took place; what the worker was doing; what equipment was being used; and, whether gas, chemicals or extreme temperatures were involved. (Attach sheet if necessary)

30. What part of the body was injured? (left/right side – hand, eye, back, etc.) What type of injury? (sprain, bruise, fracture etc.)

31. Was any other person not in your employ, at fault or involved in the incident? Yes No If yes, please attach an explanation

32. Is light duty available? Yes No Has light duty been offered to the worker? Yes No When? YY MM DD

Please provide a list of light duties offered

33. Has worker returned to work? Yes No When? YY MM DD Worker returned to: Regular duties Light duties 34. If worker has lost time from work, please provide the date 35. If time was lost, and worker has since returned, the worker first lost time. please provide the date worker returned to work.

YY MM DD YY MM DD

PLEASE PROCEED TO SECTION “E” AND “F” ON THE 2ND PAGE.

WSCC Claim: EmployEr’S rEport of injuryIf there is a question that does not apply, please indicate by writing ‘N/A’.

workers’ safety & compensation commission of the northwest territories & nunavut

Workers’ Full Name:

E – Employment Category 36. Worker’s Type of Employment A) Permanent B) Non - Permanent Term (Over 1 year) Term (Under 1 year) Type of Permanent Employment - Full / Part time Permanent Type of Non-Permanent Employment - Seasonal Apprentice Summer Student

Relief Casual Other Apprentice 37. Is the job subject to lack of work layoffs? Yes No 38. Is the job subject to seasonal layoffs? Yes No

39. Date worker was hired YY MM DD 40. What was the contract / term / season start date? YY MM DD 41. What is the expected contract / term / season end date? YY MM DD

F – Schedule Information 42. Number of days on ______ Number of days off ______ 43. Hours per Shift / Day ______ 44. Hours per Rotation ______

Please circle days on for one full rotation:

M T W T F S S M T W T F S S M T W T F S S M T W T F S S

45. Date rotation started YY MM DD Date rotation ends YY MM DD

If NO WORK WAS MISSED and NO CHANGE to duties or pay, proceed to bottom of page and sign , date, and submit this report. If WORK WAS MISSED or if duties or pay have been MODIFIED, please answer ALL questions on this form.

G – Wage Information (Please complete all questions) 46. What is the hourly rate of pay? ______ / hr What is the worker’s annual gross earnings? _______________________ If the worker is paid other than hourly or on salary, please attach an explanation. 47. Does the worker receive any other benefits? Yes No If yes, explain in detail with amounts or averages: (eg: Vacation pay, Northern Allowance, Bonus)

48. Does the worker regularly work or get paid for overtime? Yes No

Please circle one 49. Provide an estimate of regular overtime hours ________ / day week month 50. What is the overtime rate? ________ / hr

51. Are you paying the worker for lost time? Yes No 52. Will you continue to pay benefits? Yes No (eg: Northern Allowance)

important:NOTIFICATION OF AN INCIDENT MUST REACH THE WORKERS’ SAFETY AND COMPENSATION COMMISSION OFFICE

WITHIN THREE WORKING DAYS OF THE INCIDENT. IF THE INCIDENT OCCURRED IN THENORTHWEST TERRITORIES, PLEASE FAX TO 1-866-277-3677.

IF THE INCIDENT OCCURRED IN NUNAVUT, PLEASE FAX TO 1-867-979-8501.

Any information received as a result of the claims process must be treated as confidential and any further use or disclosure of the information could result in a fine pursuant to the Workers’ Compensation Acts.

Completed by (please print) Signed at (city, town, village)

Authorized Signature Phone Number Date

attEntion: By law an employer who does not submit a fully completed incident report within 3 business days faces the following penalties:

• $250 for each occurrence for the first 2 occurrences.• $500 for the next 2 occurrences• $1,000 for each additional occurrence.

For more information on our Legislation and Policies, please visit our Website www.wscc.nt.ca • www.wscc.nu.ca

If you would like assistance filling in this form, or more information, please contact one of our offices listed below

Head Office: Box 8888 • Yellowknife, NT X1A 2R3 • Telephone: (867) 920-3888 • Toll Free: 1-800-661-0792 • Fax: (867) 873-4596 • Toll Free Fax: 1-866-277-3677or

Box 669 • Iqaluit, NU X0A 0H0 • Telephone: (867) 979-8500 • Toll Free: 1-877-404-4407• Fax: (867) 979-8531 • Toll Free Fax: 1-866-979-8501

www.wscc.nt.ca or www.wscc.nu.ca

CS002 1004Ce formulaire est disponible on francais

taanna tatatirialik atuinnuinnauvuq inuktitut


2013-2014

Appendix C11 – WSCC Worker’s Report of Injury

2.10.3 Critical Incident reporting




2013-2014


A – Worker Information 1. First Name 2. Last Name

3. Mailing Address 4. Community 5. Postal Code

6. Residential Address (if different than above) 7. Date of Birth YY MM DD 8. Male Female

9. Telephone (Include Area Code) Cell Fax Email Address 10. Social Insurance Number 11. Single Married Common-Law Widowed Divorced

12. Number of Dependants 13. Job Title 14. Preferred Language English French Inuktitut Other

B – Employer Information 15. Employer Name 16. Address

17. Supervisor’s Name 18. Telephone ( )

C – Incident Details 19. Date of Incident YY MM DD 20. Place of Incident – Name of City/Town

Time: AM / PM 21. Did incident occur on employer’s premises? Yes No If no, where?

22. Date reported to employer YY MM DD 23. Name and position of person you reported incident to:

Time: AM / PM 24. Date first disabled from work YY MM DD

Time: AM / PM IMPORTANT25. Please describe the incident in as much detail as possible. Include: where it took place; what you were doing; what equipment you were using; and, whether gas, chemicals, or extreme temperatures wereinvolved. (Attach sheet if necessary)___________________________________________________________ R L L R___________________________________________________________

___________________________________________________________ ___________________________________________________________ What part of the body was injured? (left/right side, hand, eye, back, etc.) ___________________________________________________________ What type of injury? (sprain, bruise, fracture etc.) ___________________________________________________________

26. IMPORTANT - Please list any witnesses Name and Address – include a contact number Name and Address – include a contact number

27. Have you been offered light duties? Yes No When? YY MM DD

28. Have you returned to work? Yes No When? YY MM DD If yes, Light Duties Regular Duties

29. Name of Attendant if first aid was provided? Where? When? YY MM DD

30. What Hospital / Health Care Centre did you go to? When? YY MM DD 31. Name of attending Health Care Professional

D. Past Injuries 32. Have you ever had an injury or disability to the same body part? (i.e. left foot, right hand)? Yes No When? YY MM DD

33. Have you had previous claims with this Commission, or any other Workers’ Compensation Board? If yes, provide dates and nature of injury.

PLEASE PROCEED TO SECTION “E” AND “F” ON THE 2ND PAGE.

WSCC Claim: Worker’S report of injuryIf there is a question that does not apply, please indicate by writing ‘N/A’.

workers’ safety & compensation commission of the northwest territories & nunavut

Worker’s Full Name:

E – Employment Category 34. Worker’s Type of Employment A) Permanent B) Non - Permanent Type of Permanent Employment - Term (Over 1 year) Type of Non-Permanent Employment - Term (Under 1 year) Full / Part time Permanent Seasonal Apprentice Summer Student

Relief Casual Other Apprentice 35. Is the job subject to seasonal layoffs? Yes No 36. Is the job subject to lack of work layoffs? Yes No

37. First day of hire YY MM DD

F – Schedule Information (Please complete all questions that apply)

38. Number of days on _______ Number of days off _______ 39. Hours per Shift / Day ______ 40. Hours per Rotation ______

41. Please circle days on for one full rotation:

M T W T F S S M T W T F S S M T W T F S S M T W T F S S

42. Date rotation started YY MM DD Date rotation ends YY MM DD

If NO WORK WAS MISSED and NO CHANGE to duties or pay, proceed to bottom of page and sign, date, and submit this report. If WORK WAS MISSED or if duties or pay have been MODIFIED, please answer ALL questions on this form.

G – Wage Information (Please complete all questions)

43. What is your hourly rate of pay? __________ / hr What is your annual gross earnings? _________________________

If you are paid other than hourly or on salary please attach an explanation

44. Do you receive any other benefits? Yes No If yes, explain in detail with amounts or averages: (eg: Vacation pay, Northern Allowance, Bonus)

45. Do you regularly work or get paid for overtime? Yes No

Please circle 46. Provide an estimate of regular overtime hours __________ / day week month 47. What is your overtime rate? __________ / hr

48. Are you being paid for lost time? Yes No

49. Do you have a second job? Yes No If yes, have you missed time from this job due to your injury? Yes No (If you have more than one other employer please list all employers and their contact information)

Name of second employer: ___________________________ Contact name and phone: _______________________________

Worker’S ConSent

I hereby claim compensation for work-related injuries or disease. Information Sharing- I understand that the above information about me will be used by the WSCC for the sole purpose of conducting an investigation into this claim. I also understand that the WSCC will need to gather more information about my work incident and medical and work history to administer my claim. For that specific purpose only, some personal information may have to be disclosed to employers, medical personnel and other relevant third parties.I authorize the WSCC to provide and gather such information from all necessary sources, including hospital and doctors’ records, and employer records.Information Accuracy- I understand that incomplete information from me may delay my claim, and that untrue information from me is unlawful.I declare the information above is true and accurate. I understand it may be a criminal offence to make a false claim, or to work and earn income while receiving workers’ compensation without telling the WSCC.

Signature: ___________________________________________________ Date: ___________________________

Witness: ___________________________________________________ Date: ___________________________

For more information on our Legislation and Policies, please visit our Website www.wscc.nt.ca • www.wscc.nu.ca

If you would like assistance filling in this form, or more information, please contact one of our offices listed below

Head Office: Box 8888 • Yellowknife, NT X1A 2R3 • Telephone: (867) 920-3888 • Toll Free: 1-800-661-0792 • Fax: (867) 873-4596 • Toll Free Fax: 1-866-277-3677or

Box 669 • Iqaluit, NU X0A 0H0 • Telephone: (867) 979-8500 • Toll Free: 1-877-404-4407• Fax: (867) 979-8531 • Toll Free Fax: 1-866-979-8501

www.wscc.nt.ca or www.wscc.nu.ca

CS001 1004Ce formulaire est disponible on francais

taanna tatatirialik atuinnuinnauvuq inuktitut


2013-2014

Appendix C12 – WSCC Employer’s Report of Fatal Injury




2013-2014


Employer’s Report of Fatal Injury

WSCC Claim Number:

Worker’s Last Name: Employer Name:

Worker’s First Name: Mailing Address:

Full Address: Telephone:

Place of Incident – Address, City/Town:

Date and Hour of Incident: Date and Hour of Death: A.M. A.M. P.M. P.M.

Date and Hour Reported: A.M. YY at P.M.

Age: Sex: Marital Status: Social Insurance Number: Name and Address of Attending Doctor or Coroner:

Date Worker was Hired: Occupation:

Describe the incident in as much detail as possible. Include what the worker was doing, and what equipment was being used.

Questions answered “Yes” require complete explanation. Use the back of this form if necessary.

Was the deceased worker the owner or partner in the business, or a contractor or sub-contractor? YES NO

Did the worker hold the position of President, Vice-President, Director, Secretary or Treasurer? YES NO

Did the incident occur outside the Northwest Territories or Nunavut? YES NO

Was the worker, at the time of the incident, doing work other than for the purpose of the YES NOemployer’s business?

Was any person not in your employ to blame for, or involved in, the incident? YES NO

In your opinion, is there any reason compensation should not be paid? YES NO

List dependent members of the family. Include names, addresses, and relationships. Identify next of kin.

Completed by (please print): Signed at (city, town, village):

Authorized Signature: Phone Number: Date:

If you would like assistance completing this form, or more information, please contact one of our offices listed below.Head Office: Box 8888 • Yellowknife, NT X1A 2R3 • Telephone: (867) 920-3888 • Toll Free: 1-800-661-0792 • Fax: (867) 873-4596 • Toll Free Fax: 1-866-277-3677

or Box 669 • Iqaluit, NU X0A 0H0 • Telephone: (867) 979-8500 • Toll Free: 1-877-404-4407 • Fax: (867) 979-8531 • Toll Free Fax: 1-866-979-8501

www.wscc.nt.ca • www.wscc.nu.caCS028 0111 Ce formulaire est disponible en français.

Any information received as a result of the claims process is confidential. Further use or disclosure of the information could result in a fine pursuant to the Workers’ Compensation Acts.


2013-2014

Appendix C13 – Education Council Renewal Information for Chartis Insurance



2013-2014


NAME OF ORGANIZATION:

CLASS 1: All Commissioners, Ministers, Executive Assistants,Members of the Legislative Assembly, Territorial Judges, Board Members and all Hay Plan Senior Managers - under age 70

CLASS 2: All other Employees under age 70

Classification Summary CASUAL PERMANENT TOTALESTIMATED TRAVEL

DAYSContractDeputy MinisterExcludedJudgesMinistersMembers of the Legislative AssemblySenior ManagementTTA (Teachers Union)UNW (Union of Northern Workers) TOTAL 0 0 0 0

Regular/Temporary by Full or Part-TimeFull-TimePart-TimeTOTAL 0 0 0 0

ESTIMATEDOver Age 70 (born prior to 1940) REGULAR TEMPORARY TOTAL TRAVEL DAYSFull-timePart-timeTOTAL Included in Class Sum & F/P Time 0 0 0 0

GRAND TOTALNumber of Flight Hours:SINGLE OR TWIN ENGINE AIRCRAFTROTARY WING AIRCRAFT EXPOSUREWATER BOMBER EXPOSURE 0 10 10 20

Same thing for rotary wing aircraft, but we obviously don’t use helicopters as often as we use fixed wing.

EDUCATION COUNCIL RENEWAL INFORMATION FOR CHARTIS INSURANCE

TRAVEL DAYS - USE A MAXIMUM OF 50 FOR THOSE TRAVELLING MORE THAN 50 DAYS PER YEAR

We do not, and cannot, track single and twin engine aircraft usage. They are used for scheds and charters across the


2013-2014

Appendix C14 – Request for Exemption from Insurance Requirements

2.10.4 Request for Exemption from Insurance Requirements


2013-2014



2013-2014

Appendix C15 – Criminal Records Check

2.9 Criminal Records Check


2013-2014



2013-2014

D1 Diploma Examination Registration Form


D3 Request for Separate Writing Form






2013-2014



2013-2014

Appendix D1 – Diploma Examination Registration Form

2.3 Student Records

5.3.2 Eligibility to Write


2013-2014



Sex (M/F):

EXAMINATIONS TO BE WRITTEN Place a check mark ( ) in the box(es) below to show the examination(s) you will be writing for the First Time, Re-writing or Challenging.

Diploma Exam Courses FIRST TIME (Receiving course instruction)

REWRITING (Receiving course instruction)

CHALLENGING (Not receiving course instruction)

Language EN – English FR - French

Biology 30 (SCN3230)

Chemistry (SCN3796)

Physics 30 (SCN3797)

Science 30 (SCN3270)

Pure Math 30 (MAT3037)

Applied Math 30 (MAT3038)

English Language Arts 30-1 (ELA3105) English Language Arts 30-2 (ELA3104) Français 30 (FRA3301) French Language Arts 30-1 (FLA3304) Social Studies 30-1 (SST3771)

Social Studies 30-2 (SST3772)

**The Following Social instruction only**

Studies Courses are for Re-writes that have had previous

Social Studies 30 (SST3150)

Social Studies 33 (SST3151)

Indicate the name of the writing centre/high school where you intend to write: Jan. June Aug. Year

Fax to Student Records at: 867-873-0499

Principal’s Signature Date

Surname:

DIPLOMA EXAMINATION REGISTRATION FORM

NWT Student I.D. #

First, Middle Names: DOB (yyyy/mm/dd):

Mailing Address:

Telephone#:

Community: Postal Code:

Former/Previous Name(s):

Please provide the following information concerning your current or last NWT high school:

Name of the high school Location of High School If you have never attended an NWT High School please check box.

Last year you attended this school

or email to [email protected]


2013-2014

Appendix D2 – Request for Exemption

2.3 Student Records



2013-2014


Request for Exemption from Writing a Diploma Examination

SURNAME

LEGAL FIRST AND MIDDLE NAMES

BIRTH DATE

Year Month Day SEX M–Male

F–Female TELEPHONE

(e.g., 92 Jul 20)

PERMANENT ADDRESS

Apt/Street/Ave/P.O. Box/Route

Village/Town/City

Province

Postal Code

E-mail ADDRESS

PARENT e-mail ADDRESS

To be completed by the student:

1. Reason for the request for exemption: Inclement Weather Administrative Error Other (specify) _________________________________________

Describe the specific event or issue and why it prevented or will prevent you writing the diploma examination(s) for which you have requested an exemption (attach relevant supporting documentation). __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Bereavement ____________________________________ ______________________________________________

(Attach death certificate/obituary) Name of the deceased Relationship to the deceased If the death is not recent or the deceased is not an immediate family member, describe the reason for the request for exemption. __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Acute* Medical (specify) _________________________________________________________________________________________

(Attach Physician Confirmation of Acute Medical Condition or Illness Affecting the Writing of a Diploma Examination form) *Exemptions are not granted for chronic medical conditions (see Chronic Medical Conditions, Special Cases & Accommodations section of the General Information Bulletin).

Court (attach subpoena and/or other official document outlining the obligation to attend) If court date is not specific to the officially scheduled date and time of the examination(s) describe the reason for the request for exemption (additional supporting documentation may be requested) __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________

2. Examination administration session for which this request applies:

Approved Denied Signature

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For Student Records Use Only

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Exam Month/Year ______________________________________

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NWT Student #

Student Name: ________________________________________________________ Student ASN _____________________

3. Specific diploma examination(s) for which this request applies: ___________________________________________________________ __________________________________________________________________________________________________________________ 4. Rationale for requesting an exemption(s) rather than deferral to a future examination administration session: __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 5. Student and parent/guardian declaration S P/G

I/we authorize Education to contact other agencies or personnel, with my consent, to obtain additional information or clarification of the information provided, for the purpose of making a fair and equitable review of this request for exemption.

The information provided on this form by me/us is true, accurate, and complete. I understand that the personal information collected on this form pursuant to section 32(c) of the Freedom of Information and

Protection of Privacy Act will be used to process and administer the writing and/or rewriting of the registered diploma examination(s) and/or for making the appropriate adjustment of marks in the registered subject(s). This information will be used by Education for the stated purposes only.

Signature of Student Date Signature of Parent or Guardian (if student is under 18 years of age) Date

To be completed by the Principal or his/her designate: I, __________________________________________ am aware of this student’s circumstances related to his/her request for exemption. Name and Role (Please Print) Based on that knowledge and other supporting information provided below or attached to this form, I recommend that he/she:

be granted a full exemption from writing the following diploma examination(s): _______________________________________________________________________________________________________________

and/or be granted a partial exemption from writing Part(ie) A or B (specify) of the following diploma examination(s): _______________________________________________________________________________________________________________

and/or NOT be granted a full or partial exemption from writing the following diploma examination(s): _______________________________________________________________________________________________________________

A current attendance record for this student is attached Rationale for the recommendations and/or additional supporting information:

Principal or Designate Signature Date: School Code School Name

School Telephone Fax Number Area Code Extension # Area Code

Principal or Designate Email Address Alternate Contact Name and E-mail Address Submit this form to:

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Student Records, Dept. of ECE, GNWT PO Box 1320 Yellowknife, NT X1A 2L9

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E-Mail: [email protected] Phone: (867) 920-6235 Fax: (867) 873-0499

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NWT

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NWT

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Page 2 of 2


2013-2014

Appendix D3 – Request for Separate Writing Form

2.3 Student Records



2013-2014


August 2010

SURNAME


BIRTH DATE



(e.g., 92 Jul 20)

PERMANENT ADDRESS


Village/Town/City

Province

Postal Code

E-MAIL ADDRESS

School: (Name) (School Code) (City/Town)

I request permission to write the following examination parts at different administrations as follows: (please indicate both Part A and Part B)

Course Name Examination Part Administration ( check) Year

A January June August

B January June August Reason for separate writing (Please be specific): Note: The missing part of a diploma examination must be written within one year of the writing of the first part. If your request for separate writing is not approved, you will be required to write both parts of the examination at a future administration. Student Declaration: All students must sign and date the following below:

I understand that the personal information collected on this form pursuant to section 32(c) of the Freedom of Information and Protection of Privacy Act will be used to process and administer the writing and/or rewriting of the registered diploma examination(s) and/or for making the appropriate adjustment of marks in the registered subject(s). This information will be used by Alberta Education for the sated purposes only.

I have accurately provided information on this request form. Signature of Student Date

This form must be submitted to:


Note: A Diploma Examination Registration Form must be submitted, prior to writing the missed part of an examination.

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ALBERTA STUDENT NUMBER

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Request for Separate Writing For Part A/B of the Humanities Diploma Examinations

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Student Records, Dept. of ECE, GNWT P.O. Box 1320 Yellowknife, NT X1A 2L9

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e-mail: [email protected]

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Phone: (867) 920-6235 Fax: (867) 873-0499

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2013-2014

Appendix D4 – Diploma Examination Rescore Application Form

2.3 Student Records

5.3.10 Rescoring an Examination


2013-2014


Alberta Education – Rescore Application for 2013–2014 School Year August 2013

Rescore Application Deadlines: November 2013 rescore–December 2, 2013 January 2014 rescore–March 4, 2014 April 2014 rescore–May 9, 2014 June 2014 rescore–August 5, 2014 August 2014 rescore–September 5, 2014

Diploma Examination Rescore Application Form 2013–2014

OTHER NAME(S) KNOWN BY

BIRTH DATE



(e.g., 95 Jul 20)

PERMANENT ADDRESS


Village/Town/City

Province

Postal Code

Diploma Examinations Check the examination(s) you want rescored and

the administration in which you wrote. Important

Exam Administration must receive this rescore request by the deadline date specified above and on the Results Statement. Rescore requests will be denied if the examinee fails to: • submit payment • sign the Declaration I am requesting the rescoring of diploma

(number)

examination(s), at $26.25 (includes GST) each, for a

total of $ .

Declaration: I acknowledge that a rescore mark will be the final mark for that particular examination whether the mark is raised, lowered, or remains the same.

Signature of Student (Required) Signature of Parent/Guardian (if student is under 18 yrs of age)

Date

Nov Jan April Jun Aug

Applied Mathematics 30 Biology 30 Chemistry 30 ELA 30–1 ELA 30–2 Français 30–1 French Language Arts 30–1 Physics 30 Pure Mathematics 30 Science 30 Social Studies 30–1 Social Studies 30–2 Mathematics 30–1 Mathematics 30–2

Method of Payment

Cheque/Money Order (made payable to the Minister of Finance) Cash Debit Card Credit Card Do not send cash by mail or postdate cheques or money orders.

Visa Master Card Cardholder’s name as printed on credit card (please print):

Cardholder’s Signature: Card Number: Expiry Date:

The personal information collected on this form is being collected under the authority of section 33(c) of the Freedom of Information and Protection of Privacy Act, and will be used to administer and process the writing and/or rewriting of diploma examination(s). It will be treated in accordance with the privacy protection provision of Part 2 of the Freedom of Information and Protection of Privacy Act. If you have any questions about the collection of this information, contact the Director, Exam Administration, at 780-427-0010 (to be connected toll-free within Alberta, first dial 780-310-0000). Submit this form and the rescore fee(s) in person at: by mail, email, or fax to: To be connected toll-free within Alberta Education, PASI and Student Records Exam Administration Branch Alberta, first dial 780-310-0000 2nd Floor, 44 Capital Boulevard 6th Floor, 44 Capital Boulevard 10044 – 108 Street 10044 – 108 Street, Edmonton, T5J 5E6 Edmonton Email: [email protected]

Phone: 780-422-4859 Fax: 780-422-7025

ALBERTA STUDENT NUMBER SURNAME LEGAL FIRST AND MIDDLE NAMES



2013-2014

Appendix D5 – Accommodations for Special Exam Writing Needs

2.3 Student Records

5.3.12 Special Accommodations

8.6 Diploma Examination Accomodations


2013-2014


August 2010

Application for Accommodations for Students with Special Diploma Examination Writing Needs

ALBERTA STUDENT NUMBER

SURNAME


BIRTH DATE



(e.g., 92 Jul 20)

PERMANENT ADDRESS


Village/Town/City

Province Postal Code

E-MAIL ADDRESS

1. Examination administration session for which this request applies (use a separate application form for each session)

No. 1 CD for Visually Impaired Students No. 7 Braille No. 2 CD for Students with Learning or Physical Disability No. 8 Reader No. 3 Extra Time No. 9 Sign Language Interpreter No. 4 Not currently assigned No. 10 Taped Response No. 5 Scribe No. 11 Franklin Language Master No. 6 Large print (20-point font) No. 16 Miscellaneous (specify)

3. Requested accommodation(s) by exam (or exam part) and language For each exam or exam part to be written, indicate the language of the exam and the specific accommodation(s) being requested (see above). Identify the accommodation(s) by number, as indicated in the list above. Use the full examination name e.g., English Language Arts 30–1; Chemistry 30. If requesting different accommodations for the part(ie) A and part(ie) B sections of a language arts or social studies examination, specify the accommodations for each part in a separate column e.g. Social 30–1 Part A; Social 30–1 Part B.

Biology 30 Exam

English French 2-CD

3-Extra Time

6-Large Print

Exam

English French

Exam

English French

Exam

English French

Exam

English French

Exam

English French

• Writing centre where the examination(s) will be written.

Writing Centre Name School Code:

• School where the course(s) are or were taken

School Name School Code:


samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text


samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

Page 1 of 2

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

November; Year _______

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

January; Year _______

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

April; Year _______

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

2. Accommodation(s) being requested

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

June; Year ______

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

August; Year ______

August 2010

Student Name: ________________________________________________________ Student ASN _____________________

The personal information collected on this form pursuant to section 32(c) of the Freedom of Information and Protection of Privacy Act will be used to process and administer the writing and/or rewriting of the registered diploma examination(s) and/or for making the appropriate adjustment of marks in the registered subject(s). This information will be used by Alberta Education for the stated purposes only.

7. Student and parent/guardian declaration

I was permitted and regularly used the requested accommodation(s) when writing exams for the course(s) for which the accommodation(s) is/are being requested.

The information provided on this application form is true, accurate, and complete.

Signature of Student Date Signature of Parent or Guardian (if student is under 18 years of age) Date

8. Application Process Manager Sign-off

To be completed by the principal of the Alberta high school the student is currently attending or his/her delegate.

School Code School Name

Name School Telephone Please Print Area Code Extension #

E-mail Address Fax Number Area Code

Signature Date

Failure to submit a complete application and appropriate documentation by the deadline specified on the first page of

this form will result in the application being denied. The personal information collected on this form, pursuant to section 32(c) of the Freedom of Information and Protection of Privacy Act, will be used to process and administer the writing and/or rewriting of the registered diploma examination(s) and/or for making the appropriate adjustment of marks in the registered subject(s). This information will be used by Alberta Education for the stated purposes only. This form must be submitted to:

E-mail:

Phone:

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

Student Records, Dept. of ECE, GNWT PO Box 1320 Yellowknife, NT X1A 2L9

samantha_bohnet

Typewritten Text

[email protected]

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

(867) 920-6235 Fax: (867) 873-0499

samantha_bohnet

Typewritten Text

Page 2 of 2

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text

samantha_bohnet

Typewritten Text


2013-2014

Appendix D6 – Certificate of Illness

2.3 Student Records


2013-2014


CERTIFICATE OF ILLNESS Government of the Northwest Territories Box 1320, Yellowknife, N.W.T. Canada X1A 2L9 (Page 1 of 2)


CERTIFICATE OF ILLNESS GRADE 12 DIPLOMA EXAMINATIONS

STUDENT Please have this certificate completed by your doctor and then submit the validated certificate to your principal.

DOCTOR

I hereby certify that is/was under my care and (patient’s name) attention from to and in my opinion is/was unable to write his/her Alberta High School Diploma Examination(s) during this period for valid medical reasons

Additional information as deemed appropriate:

Doctor’s Name (please print):

Doctor’s Signature: Doctor’s Official Stamp

Date:

PRINCIPAL


be granted an exemption from writing the Diploma Examination

be granted a partial exemption from writing the Diploma Examination

write the Diploma Examination at the next administration

COMMENTS:


SCHOOL’S ADDRESS:



NWT180399

CERTIFICATE OF ILLNESS Government of the Northwest Territories Box 1320, Yellowknife, N.W.T. Canada X1A 2L9 (Page 2 of 2)

CERTIFICATE OF ILLNESS – Grade 12 Diploma Examinations (Continued)

STUDENT/PARENT/GUARDIAN I/we understand that the information collected on this form pursuant to Section 32(c) of the Freedom of Information and Protection of Privacy Act will be used to process and administer the writing and/or rewriting of the registered diploma examination(s) and/or for making appropriate adjustments of marks in the registered subject(s). This information will be used for the purposes stated by Student Records only.

I have accurately and completely provided information on this application form.

Signature of Student Date

Signature of Parent/Guardian (if student is under 18 yrs.) Date

Please submit completed certificate to: Student Records, Department of Education, Culture and Employment, GNWT

P.O. Box 1320, Yellowknife, NT X1A 2L9 Phone: (867) 920-6235

Fax: (867) 873-0499 Email: [email protected]

For Students Records USE ONLY

Approved DeniedChairperson of Special Cases Committee Date

Comments:


2013-2014

Appendix D7 – Statement of Scribe, Reader, or Interpreter Form

2.3 Student Records


2013-2014


Statement of Scribe, Reader, and/or Interpreter and Presiding Examiner Grade 12 Diploma Examination I, and Scribe/Reader/Interpreter (please print) Presiding Examiner (please print)

Scribe having read the procedures governing the use of , Reader certify that to the best of our abilities the Interpreter diploma examination(s) in Subject(s) held at during the , 2009 School month examination period for Student’s name (please print)

was administered and supervised in accordance with the specified procedures under the directives of the Minister of Education.

was administered and supervised in accordance with the specified procedures under the directives of the Minister of Education, except as follows:

Dated this day of , 2009 Scribe’s/Reader’s/Interpreter’s Signature Presiding Examiner’s Signature School Code Please sign and return with the Principal’s Statement. If more than one individual is providing accommodation services to one student, please fill out separate forms.


2013-2014

E1 Application to renew 5 yr Standard Professional

E2 Application to renew 5 yr Vocational, ALS, or Kindergarten











2013-2014



2013-2014

Appendix E1 – Application to renew 5 yr Standard Professional



2013-2014


The Standard or Professional Teaching Certificate (valid for 5 years) I currently hold will expire soon and I would like to apply for a replacement. I have met the requirements outlined in the Regulations and have included with this application my professional development log sheets/or transcripts as official clarifying evidence. Surname Given Name Maiden Name Address (include postal code)

Certificate Type

Certificate #

Issue Date

Expiry Date

Professional

Standard

CONFIRMATION OF PROFESSIONAL DEVELOPMENT ACTIVITIES:

**Professional Teaching Certificate**

_____ During the five years that my Professional Teaching Certificate was valid, I have completed 120 hours of professional development with a minimum of 15 hours of professional development in each of the five consecutive years

**Standard Teaching Certificate with the completion of 10 or more years of teaching on July 1, 1997**

_____ During the five years that my Standard Teaching Certificate was valid, I have completed 120 hours of professional development with a minimum of 15 hours of professional development in each of the five consecutive years

**Standard Teaching Certificate** _____ During the five years that my Standard Teaching Certificate was valid, I have completed eight courses towards an approved Bachelor of Education Degree Program ______________________________________________________ ____________________________________ APPLICANT’S SIGNATURE DATE

01/05 A fee of $20.00 must accompany this application (Cheque or money order payable to the Government of the NWT).

Mail completed application, professional development log, fee and a criminal record check to:

Registrar, Teacher Certification Education, Culture and Employment

P.O. Box 1320 Yellowknife, NT X1A 2L9

Phone: (867) 873-7392 Fax: (867) 873-0338

APPLICATION FOR THE RENEWAL OF A STANDARD or

PROFESSIONAL TEACHING CERTIFICATE (Valid for five years)

REGULATIONS FOR AN ACT RESPECTING EDUCATION IN THE NWT

RENEWAL AND RECERTIFICATION - SECTION 8 1) A teacher may apply to the Registrar for the renewal of a teaching certificate no later than two months before the expiry of the existing

teaching certificate. 2) A teacher applying under subsection (1) shall submit the fee set out in Schedule A of the regulations. 3) The Registrar may renew a teaching certificate, where the teacher complies with the requirements of these regulations.

PROFESSIONAL TEACHING CERTIFICATES - SECTION 15

1) The Registrar may issue a Professional Teaching Certificate to a person who a) Holds a valid Interim Professional Teaching Certificate and has, in the opinion of an acceptable officer, successfully completed two academic years of teaching in a classroom; or b) Holds a Standard Teaching Certificate and has completed a bachelor of education degree. 2) A Professional Teaching Certificate expires at the end of the fifth school year after the date of issue or renewal. 3) The Registrar may renew a professional Teaching Certificate where the holder of the Professional Teaching Certificate has met the

requirements for recertification. SECTION 16

1) At the coming into force of these regulations, the Registrar shall issue a Professional Teaching Certificate to a teacher holding a valid Permanent Professional Teaching Certificate, issued under the Education Regulations, R.R.N.W.T. 1990,c. E-13.

2) A Professional Teaching Certificate issued under subsection (1) expires at the end of the fifth school year after the date of issue or renewal 3) The Registrar may renew a professional Teaching Certificate where the holder of the Professional Teaching Certificate has met the

requirements for recertification.

STANDARD TEACHING CERTIFICATES - SECTION 19 1) The Registrar may issue a Standard Teaching Certificate to a person who complies with the requirements of these regulations and who a) Holds a valid Interim Standard Teaching Certificate;

b) Has successfully completed the courses required by the NWT Teacher Qualification Service toward a bachelor of education degree; and

c) Has, in the opinion of an acceptable officer, successfully completed two academic years of teaching in a classroom. 2) A Standard Teaching Certificate expires at the end of the fifth school year after the date of issue. 3) The holder of a Standard Teaching Certificate issued under subsection (1) shall successfully complete the courses required by the NWT

Teacher Qualification Service toward a bachelor of education degree during the term of the teaching certificate. 4) Where the holder of a Standard Teaching Certificate has completed the courses required by the NWT Teacher Qualification Service toward

a bachelor of education degree during the tern of the Standard Teaching Certificate, the Registrar may, twice, renew the Standard Teaching Certificate for a term of five school years.

SECTION 21 1) At the coming into force of these regulations, the Registrar shall issue a Standard Teaching Certificate to a teacher holding a valid

Permanent Standard Teaching Certificate, issued under the Education Regulations, R.R.N.W.T. 1990,c. E-13, who has 10 or more years experience teaching.

2) A Standard Teaching Certificate issued under subsection (1) expires at the end of the fifth school year after the date of issue or renewal. SECTION 22

1) At the coming into force of these regulations, the Registrar shall issue a Standard Teaching Certificate to a teacher holding a valid Permanent Standard Teaching Certificate, issued under the Education Regulations, R.R.N.W.T. 1990,c. E-13, and who has more than five and less than 10 years experience teaching.

2) A Standard Teaching Certificate issued under subsection (1) expires at the end of the fifth school year after the date of issue. 3) The holder of a Standard Teaching Certificate issued under subsection (1) shall successfully complete the courses required by the NWT

Teacher Qualification Service toward a bachelor of education degree during the term of the teaching certificate. 4) The Registrar may, once, renew a Standard Teaching Certificate issued under subsection (1), for a term of five school years. The holder of

the Standard Teaching Certificate must successfully complete the courses required by the NWT Teacher Qualification Service toward a bachelor of education degree during the term of the Standard Teaching Certificate.


2013-2014

Appendix E2 – Application to renew 5 yr Vocational, ALS, or Kindergarten



2013-2014


The Vocational, Aboriginal Language or Kindergarten Specialty Teaching Certificate (valid for 5 years) I currently hold will expire on June 30th of the current year and I would like to apply for a replacement. I have met the requirements outlined in the Regulations and have included with this application a record of my professional development activities. Surname Given Name Maiden Name Address (include postal code)

Certificate Type

Certificate #

Valid Date

Expiry Date

Aboriginal Language Specialist

Vocational

Kindergarten

CONFIRMATION OF PROFESSIONAL DEVELOPMENT ACTIVITIES: During the five years that my teaching certificate was valid, I have completed 120 hours of professional development with a minimum of 15 hours of professional development in each of the five consecutive years. ________________________________ ______________________________ APPLICANT’S SIGNATURE DATE

01/12 Mail completed application, fee of $20 and a Criminal Record Check to:

Registrar, Teacher Certification

Education, Operations and Development Education, Culture and Employment


Phone: (867) 873-7392 Fax: (867) 873-0338

APPLICATION FOR THE RENEWAL OF A VOCATIONAL, ABORIGINAL LANGUAGE OR KINDERGARTEN

SPECIALITY TEACHING CERTIFICATE (Valid for five years)


EDUCATION STAFF REGULATIONS

Aboriginal Language Specialty Teaching Certificate

SECTION 30 1) The Registrar may issue an aboriginal Language Specialty Teaching Certificate to a person who

complies with the requirements of these regulations and who (a) Holds a Standard Aboriginal Language Teaching Certificate: and (b) Has successfully completed a one-year training program approved by the Registrar in accordance

with the policies and procedures established by the NWTTQS. 2) An Aboriginal Language Specialty Teaching Certificate expires at the end of the fifth school year after

the date of issue of renewal. 3) The Registrar may, in accordance with the policies and procedures established by the NWTTQS, renew

an Aboriginal Language Specialty Teaching Certificate where the holder of the Aboriginal Language Specialty Teaching Certificate has met the requirements for recertification established by the Registrar.

Vocational Specialty Teaching Certificates

SECTION 36 1) The Registrar may issue a Vocational Specialty Teaching Certificate to a person who complies with the

requirements of these regulations and (a) Holds a Standard Vocational Teaching Certificate; and (b) Has successfully completed a one year training program approved by the Registrar in accordance

with the policies and procedures established by the NWT Teacher Qualification Service 2) A Vocational Specialty Teaching Certificate expires at the end of the fifth school year after the date of

issue or renewal. 3) The Registrar may, in accordance with the policies and procedures established by the NWTTQS, renew a Vocational Specialty Teaching Certificate where the holder of the Vocational Specialty Teaching Certificate has met the requirements for recertification.

Kindergarten Specialty Teaching Certificate SECTION 42

1) The Registrar may issue a Kindergarten Specialty Teaching certificate to a person who complies with the requirements of these regulations and who

(a) Holds a Standard Kindergarten Teaching Certificate; and (b) Has successfully completed a one-year teacher-training course approved by the Registrar.

2) A Kindergarten Specialty Teaching Certificate expires at the end of the fifth school year after the date of issue or renewal.

3) The Registrar may, in accordance with the policies and procedures established by the NWTTQS, renew a Kindergarten Specialty Teaching Certificate where the holder of the Kindergarten Specialty Teaching Certificate has met the requirements for recertification.

Renewal And Recertification

SECTION 8 1) A teacher may apply to the Registrar for the renewal of a teaching certificate no later than two months

before the expiry of the existing teaching certificate. 2) A teacher applying under subsection (1) shall submit the fee set out in Schedule A of the regulations. 3) The Registrar may renew a teaching certificate, where the teacher complies with the requirements of these regulations.


2013-2014

Appendix E3 – Salary Re-evaluation Application

10.1.3 Salary Re-evaluation


2013-2014


I am requesting that a salary re-evaluation be performed on my credentials as I believe that I may be entitled to an increase in my salary level due to the following: ____ I have acquired additional qualifications, from a recognized institution, which will bring me to the next level on the salary grid.

____ I have not received full consideration for the work that I have completed to date, based on the information contained in the documents I am submitting.

____ I may be entitled to a Pro Rata allowance as per Appendix D of the NWTTA Collective agreement which states that “A teacher who does not have a university degree and who completes university courses leading to a complete year of university training as of the date of ratification of this Agreement will receive a pro-rata allowance for the portion of the years work which has been completed.” I have requested that a transcript of my marks be sent to the Registrar’s office from the institution(s) I have attended as official clarifying evidence of my education. Surname Given Name Maiden Name Address (include postal code) Employing Divisional Education Council/District

Name of School

EDUCATION: (Post Secondary Education Completed)

Name and Location of Institution Year Program was completed

Number of Years

completed

Certificate, Diploma or Degree Awarded

Number of course credits extra to

completed program

**Divisional Education Councils/Authorities will be notified of all salary evaluations**

2000/07 Mail completed application with relevant documents to:


Education, Operations and Development Government of the Northwest Territories


Phone: (867) 873-7392 Fax: (867) 873-0338

APPLICATION FOR Salary Re-Evaluation


2013-2014

Appendix E4 – Application for 5 yr Interim Standard Professional

10.1 Teacher Certification Requirements


2013-2014


The Interim Standard or Interim Professional Teaching Certificate I currently hold will expire soon and I would like to apply for a Standard or Professional Teaching Certificate (valid for 5 years.) I have met the requirements outlined in the Regulations. Surname Given Name Maiden Name Address (include postal code)

Certificate Type

Certificate #

Issue Date

Expiry Date

Interim Professional

Interim Standard

SERVICE IN THE NWT AS DETAILED BELOW:

* PERIOD OF EMPLOYMENT

STATUS

EMPLOYED AT

EXPERIENCE

FROM

MO YR

TO

MO YR

FULL TIME

PART TIME

SUBSTITUTE

NAME OF SCHOOL

YEARS

MONTHS

DAYS

*If less than one year, indicate commencement and termination

TOTAL

** THIS SECTION TO BE COMPLETED BY ACCEPTABLE OFFICER ONLY **

IT IS MY OPINION THAT THIS TEACHER HAS SUCCESSFULLY COMPLETED TWO ACADEMIC YEARS OF TEACHING IN A CLASSROOM. ______________________________________________________ ____________________________________ SIGNATURE OF ACCEPTABLE OFFICER (SUPERINTENDENT, DATE ASSIST. SUPERINTENDENT, OR SUPERVISOR OF SCHOOLS)

01/12 A fee of $20.00 must accompany this application (Cheque or money order payable to the Government of the NWT).

Mail completed application, evidence of professional development requirements, a fee of $20 and a completed criminal record check to:

Registrar, Teacher Certification Education, Operations and Development

Education, Culture and Employment P.O. Box 1320

Yellowknife, NT X1A 2L9 Phone: (867) 873-7392 Fax: (867) 873-0338

APPLICATION FOR STANDARD or PROFESSIONAL

TEACHING CERTIFICATE (Valid for five years)


RENEWAL AND RECERTIFICATION - SECTION 8 1) A teacher may apply to the Registrar for the renewal of a teaching certificate no later than two months before the expiry of the existing

teaching certificate. 2) A teacher applying under subsection (1) shall submit the fee set out in Schedule A of the regulations. 3) The Registrar may renew a teaching certificate, where the teacher complies with the requirements of these regulations.

PROFESSIONAL TEACHING CERTIFICATES - SECTION 15

1) The Registrar may issue a Professional Teaching Certificate to a person who a) holds a valid Interim Professional Teaching Certificate and has, in the opinion of an acceptable officer, successfully completed two academic years of teaching in a classroom; or b) holds a Standard Teaching Certificate and has completed a bachelor of education degree. 2) A Professional Teaching Certificate expires at the end of the fifth school year after the date of issue or renewal. 3) The Registrar may renew a professional Teaching Certificate where the holder of the Professional Teaching Certificate has met the

requirements for recertification. SECTION 16

1) At the coming into force of these regulations, the Registrar shall issue a Professional Teaching Certificate to a teacher holding a valid Permanent Professional Teaching Certificate, issued under the Education Regulations, R.R.N.W.T. 1990,c.E-13.

2) A Professional Teaching Certificate issued under subsection (1) expires at the end of the fifth school year after the date of issue or renewal 3) The Registrar may renew a professional Teaching Certificate where the holder of the Professional Teaching Certificate has met the

requirements for recertification.

STANDARD TEACHING CERTIFICATES - SECTION 19 1) The Registrar may issue a Standard Teaching Certificate to a person who complies with the requirements of these regulations and who a) holds a valid Interim Standard Teaching Certificate;

b) has successfully completed the courses required by the NWT Teacher Qualification Service toward a bachelor of education degree; and

c) has, in the opinion of an acceptable officer, successfully completed two academic years of teaching in a classroom. 2) A Standard Teaching Certificate expires at the end of the fifth school year after the date of issue. 3) The holder of a Standard Teaching Certificate issued under subsection (1) shall successfully complete the courses required by the NWT

Teacher Qualification Service toward a bachelor of education degree during the term of the teaching certificate. 4) Where the holder of a Standard Teaching Certificate has completed the courses required by the NWT Teacher Qualification Service toward

a bachelor of education degree during the tern of the Standard Teaching Certificate, the Registrar may, twice, renew the Standard Teaching Certificate for a term of five school years.

SECTION 21 1) At the coming into force of these regulations, the Registrar shall issue a Standard Teaching Certificate to a teacher holding a valid

Permanent Standard Teaching Certificate, issued under the Education Regulations, R.R.N.W.T. 1990,c.E-13, who has 10 or more years experience teaching.

2) A Standard Teaching Certificate issued under subsection (1) expires at the end of the fifth school year after the date of issue or renewal. SECTION 22

1) At the coming into force of these regulations, the Registrar shall issue a Standard Teaching Certificate to a teacher holding a valid Permanent Standard Teaching Certificate, issued under the Education Regulations, R.R.N.W.T. 1990,c.E-13, and who has more than five and less than 10 years experience teaching.

2) A Standard Teaching Certificate issued under subsection (1) expires at the end of the fifth school year after the date of issue. 3) The holder of a Standard Teaching Certificate issued under subsection (1) shall successfully complete the courses required by the NWT

Teacher Qualification Service toward a bachelor of education degree during the term of the teaching certificate. 4) The Registrar may, once, renew a Standard Teaching Certificate issued under subsection (1), for a term of five school years. The holder of

the Standard Teaching Certificate must successfully complete the courses required by the NWT Teacher Qualification Service toward a bachelor of education degree during the term of the Standard Teaching Certificate.

REGULATION DIRECTIVE

Two Years Service – Definition "Two years" means two years of satisfactory service or its part time equivalent. For the determination of two years of teaching experience the minimum period of service shall be no less than 300 full teaching days. "Part time equivalent" experience may include circumstances where a teacher has not taught as a regular full time teacher for two years. In these cases the Registrar shall determine whether the teacher has the required equivalent experience in accordance with the following criteria: 1. The teacher must have a minimum of one uninterrupted teaching assignment of at least one hundred and fifty (150) days and such "other

acceptable teaching experience as would add up to two (2) years of teaching experience. 2. "Other acceptable teaching experience" may be counted provided the teaching experience assignment constituted at least thirty (30)

consecutive teaching days as a a) substitute teacher assigned the duties of a particular teacher, or b) a term teacher, or c) other experience judged by the Registrar to be acceptable

The teacher shall provide documentary evidence from an acceptable officer of "other acceptable teaching experience". In all cases, part time equivalency shall apply. Sick or special leave taken during a period of employment shall not count against or be deducted from teaching experience except where the Registrar may rule that the leave undermined or destroyed the validity of the teaching experience. The Registrar may exclude from service certain periods of maternity and other categories of leave.


2013-2014

Appendix E5 – Application for 5 yr Interim Vocational, ALS, or Kindergarten



2013-2014


The Standard Vocational, Aboriginal Language or Kindergarten Teaching Certificate I currently hold will expire on June 30th of the current year and I would like to apply for a Vocational, Aboriginal Language or Kindergarten Specialty Teaching Certificate. I have met the requirements outlined in the Regulations and have included with this application a record of my professional development activities. Surname Given Name Maiden Name Address (include postal code)

Certificate Type

Certificate #

Valid Date

Expiry Date

Standard Aboriginal Language

Standard Vocational

Standard Kindergarten

CONFIRMATION OF PROFESSIONAL DEVELOPMENT ACTIVITIES: During the three years that my teaching certificate was valid, I have successfully completed the courses required by the NWT Teacher Qualification Service toward a one year training program. ________________________________ ______________________________ APPLICANT’S SIGNATURE DATE

01/12 Mail completed application, a record of your professional development and a criminal record check to:




Phone: (867) 873-7392 Fax: (867) 873-0338

APPLICATION FOR A VOCATIONAL, ABORIGINAL LANGUAGE OR KINDERGARTEN

SPECIALITY TEACHING CERTIFICATE (Valid for five years)


EDUCATION STAFF REGULATIONS

Aboriginal Language Specialty Teaching Certificate

SECTION 30 1) The Registrar may issue an aboriginal Language Specialty Teaching Certificate to a person who

complies with the requirements of these regulations and who (a) Holds a Standard Aboriginal Language Teaching Certificate: and (b) Has successfully completed a one-year training program approved by the Registrar in accordance

with the policies and procedures established by the NWTTQS. 2) An Aboriginal Language Specialty Teaching Certificate expires at the end of the fifth school year after

the date of issue of renewal. 3) The Registrar may, in accordance with the policies and procedures established by the NWTTQS, renew

an Aboriginal Language Specialty Teaching Certificate where the holder of the Aboriginal Language Specialty Teaching Certificate has met the requirements for recertification established by the Registrar.

Vocational Specialty Teaching Certificates

SECTION 36 1) The Registrar may issue a Vocational Specialty Teaching Certificate to a person who complies with the

requirements of these regulations and (a) Holds a Standard Vocational Teaching Certificate; and (b) Has successfully completed a one year training program approved by the Registrar in accordance

with the policies and procedures established by the NWT Teacher Qualification Service 2) A Vocational Specialty Teaching Certificate expires at the end of the fifth school year after the date of

issue or renewal. 3) The Registrar may, in accordance with the policies and procedures established by the NWTTQS, renew a Vocational Specialty Teaching Certificate where the holder of the Vocational Specialty Teaching Certificate has met the requirements for recertification.

Kindergarten Specialty Teaching Certificate SECTION 42

1) The Registrar may issue a Kindergarten Specialty Teaching certificate to a person who complies with the requirements of these regulations and who

(a) Holds a Standard Kindergarten Teaching Certificate; and (b) Has successfully completed a one-year teacher-training course approved by the Registrar.

2) A Kindergarten Specialty Teaching Certificate expires at the end of the fifth school year after the date of issue or renewal.

3) The Registrar may, in accordance with the policies and procedures established by the NWTTQS, renew a Kindergarten Specialty Teaching Certificate where the holder of the Kindergarten Specialty Teaching Certificate has met the requirements for recertification.

Renewal And Recertification

SECTION 8 1) A teacher may apply to the Registrar for the renewal of a teaching certificate no later than two months

before the expiry of the existing teaching certificate. 2) A teacher applying under subsection (1) shall submit the fee set out in Schedule A of the regulations. 3) The Registrar may renew a teaching certificate, where the teacher complies with the requirements of these regulations.


2013-2014

Appendix E6 – Application Package - French



2013-2014


Votre demande sera considérée comme étant complète lorsque les documents ci-dessous auront été reçus par le Registraire, Brevets d'enseignement et évaluation de salaires. 1. Formulaire de demande rempli 6. Vérification de l'expérience d'enseignement 2. Droits obligatoires de 60 $ 7. Attestation de qualifications pédagogiques officielle et actuelle 3. Acte de naissance ou de citoyenneté 8. Photocopie de votre brevet d'enseignement canadien actuel 4. Confirmation d'offre d'emploi 9. Preuve de changement de nom (p.ex., acte de mariage) 5. Relevés de notes officiels et complets A. RENSEIGNEMENTS PERSONNELS 1. Nom

Inscrivez vos nom et prénom(s) officiels. Le cas échéant, veuillez fournir une preuve de changement de nom. Le nom que vous avez sera celui qui figurera sur votre brevet, au cas où vous répondez aux exigences d'obtention du brevet.

2. Adresse Inscrivez votre adresse postale actuelle. Informez le SECE des TNO de tout éventuel changement d'adresse.

3. Numéro d'assurance sociale Indiquez votre numéro d'assurance sociale. Il ne servira qu'à des fins d'association de dossiers.

4. Compétences linguistiques Veuillez donner des précisions sur vos compétences linguistiques.

5. Déclaration de citoyenneté Inscrivez le lieu et la date de naissance, tels qu'indiqués sur votre acte de naissance, et annexez une photocopie de votre acte de naissance ou de certificat de citoyenneté à votre demande.

B. RENSEIGNEMENTS SUR L'EMPLOI

Conseil scolaire de division (CSD), administration scolaire de district (ASD) ou conseil de services communautaires (SCS) employeur aux TNO Veuillez indiquer les renseignements sur vos états de service, afin d'autoriser la divulgation de votre évaluation de salaire directement à votre CSD, ASD ou SCS.

C. RENSEIGNEMENTS SUR LES ÉTUDES Relevés de notes officiels :

• Vous devez demander par écrit au registraire de chaque établissement d'enseignement que vous avez fréquenté d'envoyer directement au SECE des TNO vos relevés de notes officiels et complets. Ces établissements n'envoient pas de documents à une tierce partie sans le consentement écrit de la personne concernée.

• Les photocopies, télécopies, relevés de notes universitaires ou bulletins de mi-session ne sont pas acceptés à titre de documents officiels.

• Un relevé de notes complet d'un établissement au sujet d'études effectuées à un autre établissement n'est pas acceptable aux fins d'évaluation.

• Les documents produits dans une autre langue que l'anglais devraient être accompagnés d'une traduction anglaise officielle et notariée. Si vous ne fournissez pas ces documents traduits, vous pourriez devoir assumer les coûts de traduction.

• Tous les relevés de notes deviennent la propriété permanente du SECE des TNO. Normalement, ils ne sont ni divulgués à une deuxième partie ni photocopiés à son usage.

• Lorsque vous avez suivi des cours supplémentaires à ceux répondant aux exigences normales du diplôme/certificat/brevet, vous pourriez devoir fournir un relevé officiel de l'établissement énumérant ces cours avant qu'une éventuelle reconnaissance de ces cours puisse être envisagée.

• Si vous faites une demande de réévaluation, il vous suffit de présenter les relevés des notes des études effectuées depuis la dernière

SERVICE D'EXAMEN DES COMPÉTENCES DES ENSEIGNANTS (SECE)

DEMANDE DE BREVET D'ENSEIGNEMENT ET

D'ÉVALUATION DE SALAIRE

évaluation du SECE des TNO.

D. FORMATION D'ENSEIGNEMENT OU PRÉPARATION PÉDAGOGIQUE PROFESSIONNELLE Donnez des précisions sur le programme suivi. E. TITRES DE COMPÉTENCES EN ENSEIGNEMENT Donnez les renseignements suivants au sujet de votre brevet :

• en indiquant le nom du ministère de l'Éducation qui l'a délivré; • en annexant une photocopie de votre brevet et en inscrivant le numéro, le type et la date sur le formulaire; • en demandant une attestation de qualifications pédagogiques. Cette attestation officielle doit être envoyée directement à notre

bureau par le ministère de l'Éducation ayant délivré vos titres de compétences. Vous pouvez faire cette demande aux ministères dont les adresses sont fournies dans le présent document.

F. EXPÉRIENCE D'ENSEIGNEMENT

• Veuillez fournir des précisions sur votre expérience en inscrivant le nom de votre employeur précédent, le lieu et les dates. • Demandez à votre employeur précédent de vous envoyer une attestation confirmant votre expérience d'enseignement antérieure et

faites-la parvenir à l'adresse ci-dessous. G. DÉCLARATION

Signez, datez et retournez le formulaire rempli, accompagné de tous les documents pertinents, à l'adresse indiquée ci-dessous. RENSEIGNEMENTS SUR L'ÉVALUATION Les évaluations de salaire sont effectuées conformément aux conventions collectives de l'Association des enseignants et enseignantes des TNO, à la Loi sur l'éducation et les règlements afférents et aux politiques du Service d'examen des compétences des enseignants des TNO. Si votre évaluation ne vous satisfait pas, vous pouvez présenter une demande de réévaluation par écrit au Service d'examen des compétences des enseignants des TNO (SECE des TNO). 01/02

Bureau du registraire Éducation, activités et perfectionnement

Éducation, Culture et Formation Gouvernement des TNO, C. P. 1320

Yellowknife NT X1A 2L9

Téléphone : 867-873-7392 Fax : 867-873-0338 Courriel : [email protected]

A. RENSEIGNEMENTS PERSONNELS 1. Nom : Homme Femme

Prénom(s) :

Ancien(s) nom(s) (le cas échéant)

2. Adresse (rue, no de case postale, no d'appartement)

Ville ou municipalité

Code postal No de téléphone à la maison 3. No d'assurance sociale 4. Compétences linguistiques : Langue ___________________________ Niveau d'aisance : Orale ________ Écrit _______

Langue ___________________________ Niveau d'aisance : Orale ________ Écrit _______ 5. Déclaration de citoyenneté Lieu de naissance ________________________ Date de naissance :

Veuillez cocher à un seul endroit : _____ Je suis citoyen canadien de naissance : Déné ______ Inuit ______ Métis ______ Non Autochtone _______. _____ Je suis citoyen canadien par naturalisation. _____ J'ai un statut de résident permanent. _____ Visa ou permis de travail : Valide jusqu'à : _______________

B. RENSEIGNEMENTS SUR L'EMPLOI 1. District/Conseil scolaire de division employeur aux TNO : 2. Nom de l'école : No de tél. de l'école No de poste : 3. Fonction(s) d'enseignement : Année ________ Matière ____________ % du temps d'enseignement ________ Année ________ Matière ____________ % du temps d'enseignement ________ Année ________ Matière ____________ % du temps d'enseignement ________

C. ÉTUDES (énumérez tous les établissements postsecondaires fréquentés en ordre chronologique )

Établissements fréquentés

(Nom et lieu)

Dates

d'inscription (mois/année)

Nombre d'années

nécessaire à la réussite du programme

Diplôme/

brevet/certificat obtenu

Date

d'obtention (mois/ année)

Majeure

Mineure

Relevés envoyés directement par

l'établissement ou les établissements

Oui Non

D. FORMATION D'ENSEIGNEMENT OU PRÉPARATION PÉDAGOGIQUE PROFESSIONNELLE

SERVICE D'EXAMEN DES COMPÉTENCES DES ENSEIGNANTS (SECE) DEMANDE DE BREVET D'ENSEIGNEMENT ET

D'ÉVALUATION DE SALAIRE

1. La formation comprenait-elle une période de stage supervisé? Oui _____ Non _____ 2. Dans l'affirmative, indiquez : l'année ou les années __________ le nombre de semaines _____ 1. Formation en enseignement Primaire _____ Élémentaire _____ 1er cycle secondaire _____ 2e cycle secondaire _____

Professionnel _____

E. TITRES DE COMPÉTENCES EN ENSEIGNEMENT (Anciens titres détenus. Énumérez en ordre chronologique.)

MINISTÈRE DE L'ÉDUCATION AYANT DÉLIVRÉ LE BREVET

NO DE

BREVET

TYPE DE BREVET

OU DE CERTIFICAT

DATE

DÉLIVRÉ EXPIRÉ

ATTESTATIONS DE QUALIFICATIONS

PÉDAGOGIQUES DEMANDÉES OUI NON

Si vous n'avez pas encore obtenu votre titre de compétence de la part de l'administration de l'établissement où vous avez effectué votre préparation pédagogique initiale, veuillez préciser pourquoi : Votre brevet ou tout autre titre de compétence a-t-il jamais été suspendu, annulé ou retiré? Oui _____ Non ______ Dans l'affirmative : Date (mois/année) __________________________ Lieu (province/État) ______________________________

F. EXPÉRIENCE D'ENSEIGNEMENT (Vous devez fournir des preuves sur cette expérience.)

Employeur (Nom de l'école/du conseil)

Lieu (ville, province/État)

Dates (J/M/A)

De À

Nombre

d'années/jours

Une année d'expérience d'enseignement consiste : 1) en une combinaison quelconque d'expérience totalisant 195 jours de session ou moins; ou 2) en un minimum de 150 jours d'enseignement durant une seule année scolaire; 3) en une accumulation de jours à temps partiel calculés à un prorata équivalant à 195 jours entiers; 4) en une année, tel qu'attesté par un employeur précédent.

G. DÉCLARATION

Je comprends que le ministère, ou son agent, peut effectuer une enquête exhaustive par rapport à toute condamnation au criminel et autorise, par la présente, l'obtention de renseignements qui seraient considérés comme pertinents auprès de divers établissements ou organismes pour donner à cette demande pleine et entière considération. Je comprends également qu'une fausse déclaration ou une omission intentionnelle peuvent entraîner la non-délivrance, la suspension ou l'annulation de mon brevet d'enseignement, en vertu des règlements sur les brevets d'enseignement ou une poursuite judiciaire en vertu du Code criminel du Canada. Par la présente, j'atteste que les renseignements indiqués sur ce formulaire sont exacts et complets à tous les égards et qu'aucun renseignement pertinent n'a été omis. À ce que je sache, les renseignements fournis sont fidèles et exacts. _______________________________________________________ __________________________________________ Signature du demandeur Date

DROITS À ACQUITTER

Révision d'une demande visant un brevet d'enseignement provisoire (nouvelles demandes)

60 $

Les demandes doivent être accompagnées d'un chèque ou d'un mandat, à l'ordre du Gouvernement des Territoires du Nord-Ouest.

ATTESTATION DE QUALIFICATIONS PÉDAGOGIQUES

Vous devez demander qu'une attestation de qualifications pédagogiques soit envoyée directement à notre bureau par le ministère de l'Éducation qui a délivré votre brevet d'enseignement. Vous devez demander une attestation de qualifications pédagogiques et non pas une attestation de scolarité, une attestation d'états de service, une fiche de service, une carte de compétence, etc. L'attestation de qualifications pédagogiques est un document utilisé à titre de système de notification à l'échelle du Canada par les organismes de certification. L'attestation informe une administration d'embauche que le brevet d'enseignement d'un enseignant certifié d'une autre province n'a pas été suspendu ou annulé pour une raison quelconque et qu'il est « EN RÈGLE ». Vous pouvez adresser une demande d'attestation de qualifications pédagogiques aux organismes dont les adresses figurent ci-dessous : Alberta Learning Brevets d'enseignement et perfectionnement des enseignants 44, boul. Capital 10044, 108e Rue Edmonton AB T5J 5E6 Tél. : 780-427-2045 Fax : 780-422-4199 Registraire BC College of Teachers 2025, Broadway Ouest, bureau 400 Vancouver BC V6J 1Z6 Tél. : 604-731-8170 Fax : 604-731-9142 Brevets d'enseignement Ministère de l'Éducation, de la Citoyenneté et de la Jeunesse 402, rue Main Nord C. P. 700 Russell MB R0J 1W0 Tél. : 204-773-2998 Fax : 204-773-2411 Brevets d'enseignement Ministère de l'Éducation C. P. 6000 Fredericton NB E3B 5H1 Tél. : (506) 453-3678 Fax : (506) 444-4761 Registraire Division des brevets d'enseignement Ministère de l'Éducation Édifice Confederation, 3e étage Bloc Ouest, C. P. 8700 St. John’s NL A1B 4J6 TÉL. : 709-729-3020 Fax : 709-729-5026 Division des brevets d'enseignement Ministère de l'Éducation

Trade Mart, carré Scotia C. P. 578 Halifax NS B3J 2S9 Tél. : 902-424-6620 Fax : 902-424-3814 Registraire Service sur les brevets d'enseignement Ministère de l'Éducation C. P. 390 Arviat NU X0C 0E0 Tél. : 867-857-3081 Fax : 867-857-3090 Ordre des enseignantes et des enseignants de l'Ontario 101, rue Bloor West, Toronto ON M5S 0A1 Tél. : 416-961-8800 Fax : 416-961-8822 Bureau du registraire Ministère de l'Éducation C. P. 2000 Charlottetown PE C1A 7N8 Tél. : 902-368-4650 Fax : 902-368-6144 Direction de la formation et de la titularisation du personnel enseignant Ministère de l’Éducation 1035, rue de la Chevrotière 28e étage Québec QC G1R 5A5 Tél. : 418-646-6581 Fax : 418-643-2149 Unité des services aux enseignants Saskatchewan Ministry of Education 1840 Lorne Street Regina SK S4P 2L7 Tél. : 306-787-6085 Fax : 306-787-1003 Registraire Ministère de l'Éducation Gouvernement du Yukon

C. P. 2703 Whitehorse YT Y1A 2C6 Tél. : 867-667-5141 Fax : 867-667-5435

CONFIRMATION D'OFFRE D'EMPLOI Seuls les titulaires d'un brevet d'enseignement délivré en vertu de la Loi sur l'éducation des TNO et des règlements afférents peuvent être employés à titre d'enseignants.. (Exemption : Ne s'applique pas aux personnes employées pour enseigner pendant une période maximale de 20 jours de classe consécutifs, aux éducateurs d'adultes, aux personnes engagées pour des programmes locaux ni aux parents d'élèves qui dispensent de l' instruction à ceux-ci dans le cadre d'un programme à domicile.)

Nom de l’employé : École : Communauté : Type de poste : Numéro de poste :

Je confirme que cette personne est : présentement à notre service (date de début) ______________________________________ sera à notre service le (date de début) ______________________________________

Signature de l'employeur : Date : Nom de l’employé : Titre du poste :

Note : *Ce formulaire doit être signé par un surintendant, un directeur ou directeur adjoint d'un

conseil de division ou, encore, un directeur d'école. Registraire, Brevets d'enseignement Éducation, activités et perfectionnement Éducation, Culture et Formation Yellowknife NT X1A 2L9

Téléphone : 867-873-7392 Fax : 867-873-0338

*** Au lieu de remplir ce formulaire, vous pouvez présenter une photocopie de votre offre

d'emploi.***

VÉRIFICATION DE L'EXPÉRIENCE D'ENSEIGNEMENT (M – 12)

_______________________________________________ ________________________________________ Nom Prénom Initiales Ancien nom (le cas échéant) Date de naissance : ____________________________________ Numéro d'assurance sociale : _________________ ÉCOLE ET DISTRICT OÙ L'EXPÉRIENCE D'ENSEIGNEMENT A ÉTÉ ACQUISE : District : ________________________________________ École : __________________________________ Adresse : ________________________________________ No tél. : _________________________________ ________________________________________ No fax : _________________________________ Description du poste d'enseignant occupé : _____________________________________________________________ ________________________________________________________________________________________ **La section ci-dessous doit être remplie par le fonctionnaire officiel de l'école ou du conseil scolaire.**

Dates du poste du jj/mm/aa au jj/mm/aa

Statut : temps plein / temps partiel (%)

Nombre de jours enseignés à temps plein ou de jours équiva- lents, dont les congés, les congés payés, etc.

Nombre de jours d'une année d'enseignement à temps plein dans l'école ou le district

Veuillez cocher la case correspondant à la réponse des énoncés ci-dessous : Oui Non 1. Le poste exigeait un brevet d'enseignement. ___ ___ 2. L'employé était sous la supervision d'une administration scolaire reconnue. ___ ___ 3. L'administration employeur était financée par des fonds publics ou était admissible à ces fonds. ___ ___ J'atteste que les renseignements indiqués constituent un relevé fidèle et exact des états de service en enseignement de l'enseignant susmentionné. ______________________________________ __________________________ Fonctionnaire autorisé (veuillez écrire votre nom Titre du poste en lettres moulées et signer) ______________________________________ __________________________ No de téléphone : Date

À retourner à : Registraire, Brevets d'enseignement et évaluation des enseignants

Éducation, activités et perfectionnement Gouvernement des TNO, C. P. 1320

Yellowknife NT X1A 2L9 CANADA Tél. : 867-873-7392 Fax : 867-873-0338


2013-2014

Appendix E7 – Application for Interim Aboriginal Language



2013-2014


APPLICATION FOR AN INTERIM ABORIGINAL LANGUAGE TEACHING CERTIFICATE

The following documents are required to obtain an Interim Aboriginal Language Teaching Certificate: 1. Application (by completing the following form) 2. Proof of citizenship (a photocopy of your birth certificate, passport or citizenship certificate) 3. A photocopy of legal proof of name change (i.e.: marriage certificate; only required if there has been a name change on any credential such as a birth certificate or this application) 4. Proof that you have successfully completed one academic year of work experience or a 25 hour teacher training program Surname Given Name Maiden Name Address Social Insurance Number Date of Birth Place of Birth

I Am A Canadian Citizen By Birth (Dene ______ Metis ______ Inuit ______) I Am A Canadian Citizen By Naturalisation I Have Permanent Residence Status Name of School Community Effective Date of Employment

Applicant's Signature

Date

This individual has completed an aboriginal language test administered by an education body and is proficient in the following language: ________ CHIPEWYAN _________ INUINNAQTUN _________ GWICH'IN ________ CREE _________ INUKTITUT _________ NORTH SLAVEY ________ DOGRIB _________ INUVIALUKTUN _________ SOUTH SLAVEY _____________________ _______________________________________________ ________________________________ TEST DATE TEST CENTER ADMINISTERED BY

** THIS SECTION TO BE COMPLETED BY ACCEPTABLE OFFICER ONLY **

I hereby certify that the above named individual meets the requirements for certification as an aboriginal languages specialist in that she/he has completed ______ 25 Hours of pre-service training as prescribed by the education regulations; or One full academic year of work experience in a classroom _____________________ ______________________________________________ _______________________________ YEAR NAME OF SCHOOL COMMUNITY

__________________________________________________________ _______________________________________________ SIGNATURE OF ACCEPTABLE OFFICER (SUPERINTENDENT, DATE DIRECTOR, ASSIST. DIRECTOR, OR SUPERVISOR OF SCHOOLS) 04/05

Mail completed application to:

Registrar, Teacher Certification Education, Operations and Development

Education, Culture and Employment Box 1320

Yellowknife, NT X1A 2L9

Phone: (867) 873-7392 or Fax: (867) 873-0338


INTERIM ABORIGINAL LANGUAGE TEACHING CERTIFICATE – SECTION 25 1) The Registrar may issue an Interim Aboriginal Language Teaching Certificate to a person who meets the

requirements of these regulations and: a) Is fluent in an aboriginal language; b) Successfully completes a test for that aboriginal language administered by an education body; c) Is recommended by a Director/Superintendent; and

d) Has, in the opinion of the Director/Superintendent, i) successfully completed one academic year of work experience in a classroom, or

ii) successfully completed a 25-hour teacher-training program. 2) An Interim Aboriginal Language Teaching Certificate is valid for three (3) years. 3) During the term of the teaching certificate, the holder must take at least two (2) courses towards an approved

aboriginal language teacher training program and shall successfully complete two academic years of teaching in a classroom (see below for definition.)

4) The Registrar may once renew an Interim Aboriginal Language Teaching Certificate where the holder has successfully completed the number of courses towards an approved aboriginal language teacher-training program.

5) A certificate issued under this section confers eligibility to teach an aboriginal language from Kindergarten to Grade 12 in the Northwest Territories.

SECTION 26

1) The holder of an Interim Aboriginal language Teaching Certificate may apply, in writing, to the Registrar for an extension of the time to complete the courses and teaching experience.

REGULATION DIRECTIVE

Two Years Service – Definition "Two years" means two years of satisfactory service or its part time equivalent. For the determination of two years of teaching experience the minimum period of service shall be no less than 300 full teaching days. "Part time equivalent" experience may include circumstances where a teacher has not taught as a regular full time teacher for two years. In these cases the Registrar shall determine whether the teacher has the required equivalent experience in accordance with the following criteria: 1. The teacher must have a minimum of one uninterrupted teaching assignment of at least one hundred and fifty (150) days and

such "other acceptable teaching experience as would add up to two (2) years of teaching experience. 2. "Other acceptable teaching experience" may be counted provided the teaching experience assignment constituted at least thirty

(30) consecutive teaching days as a a) substitute teacher assigned the duties of a particular teacher, or b) a term teacher, or c) other experience judged by the Registrar to be acceptable

The teacher shall provide documentary evidence from an acceptable officer of "other acceptable teaching experience". In all cases, part time equivalency shall apply. Sick or special leave taken during a period of employment shall not count against or be deducted from teaching experience except where the Registrar may rule that the leave undermined or destroyed the validity of the teaching experience. The Registrar may exclude from service certain periods of maternity and other categories of leave.


2013-2014

Appendix E8 – Application for Interim Vocational



2013-2014


The following documents are required in order to obtain an Interim Vocational Teaching Certificate: 1. Application 2. A $60.00 fee (cheque or money order payable to the Government of the Northwest Territories) 3. Proof of citizenship (a photocopy of your birth certificate or citizenship certificate) 4. A photocopy of legal proof of name (i.e.: marriage certificate if name on any credentials differs from name on

birth certificate or application) 5. Confirmation of employment (completion of the attached form or copy of letter of offer) 6. Copy of journeyman certificate 7. Proof of successful completion of two (2) years of work experience after obtaining the journeyman certificate 8. Successful completion of a 25 hour teacher training program SURNAME GIVEN NAME MAIDEN NAME ADDRESS SOCIAL INSURANCE NUMBER

DATE OF BIRTH (YR/MO/DAY)

PROVINCE/TERRITORIES THAT ISSUED THE JOURNEYMAN CERTIFICATE

PLEASE CHECK ONE I AM A CANADIAN CITIZEN BY BIRTH ( _______ NON-NATIVE _______ DENE _______ METIS _______ INUIT ) I AM A CANADIAN CITIZEN BY NATURALIZATION I HAVE PERMANENT RESIDENCE STATUS APPLICANT'S SIGNATURE

DATE

NAME AND LOCATION OF WORK EXPERIENCE

DATES

From To

** THIS SECTION TO BE COMPLETED BY ACCEPTABLE OFFICER ONLY ** I HEREBY CERTIFY THAT THE ABOVE NAMED INDIVIDUAL MEETS THE REQUIREMENTS FOR CERTIFICATION AS A VOCATIONAL TEACHER IN THAT SHE/HE HAS COMPLETED A 25 HOUR TEACHER TRAINING PROGRAM AS PRESCRIBED BY THE EDUCATION REGULATIONS ____________________ ___________________________________________________________________________________ YEAR SCHOOL and COMMUNITY SIGNATURE OF SUPERINTENDENT

DATE

01/08 Mail completed application and documents to:




Phone: (867) 873-7392 Fax: (867) 873-0338

APPLICATION FOR AN INTERIM VOCATIONAL

TEACHING CERTIFICATE


2013-2014

Appendix E9 – Application Package



2013-2014


Your application will be considered complete when the following items have been received by the Registrar, Teacher Certification and Salary Evaluation: 1. Completed application form 6. Verification of teaching experience 2. The required fee of $60 7. A current official Statement of Professional Standing 3. Birth or citizenship certificate 8. A photocopy of your current Canadian teaching certificate 4. Confirmation of employment 9. Proof of name change (eg: a marriage certificate) 5. Official and complete transcripts A. PERSONAL INFORMATION 1. Name

Indicate your full legal name and provide evidence of name change if applicable. The name you entered will be the name that appears on your certificate in the event that you meet the requirements for certification. 2. Address

Provide your current mailing address and notify the NWTTQS of any future address changes. 3. Social Insurance Number

Provide your social insurance number, which will be used for the sole purpose of matching records. 4. Language Abilities

Provide details of your language abilities 5. Citizenship Statement

Indicate your place and date of birth as reported on your birth certificate and forward a photocopy of your birth certificate or citizenship certificate along with your application. B. EMPLOYMENT INFORMATION

Employing NWT Divisional Education Council (DEC), District Education Authority (DEA) or Community Services Board (CSB) Supply employment information status to authorize the release of your salary assessment directly to the DEC, DEA or CSB.

C. EDUCATIONAL INFORMATION Official Transcripts:

• You are required to write to the Registrar of each institution you attended requesting that official and complete transcripts be sent directly to the NWT TQS. Institutions do not release documents to a third party without the written consent of the individual.

• Photocopies, facsimiles, university statements of marks or midterm grade reports are not accepted as official documentation. • A comprehensive transcript from one institution covering study at another institution is not acceptable for evaluation purposes. • Documents presented in languages other than English or French should be accompanied by an official notarized English or French

translation. Should these translations not be provided, you may be required to pay the cost of having them translated. • All transcripts become the permanent property of NWTTQS and will not normally be released or copied for use by a second party. • Where courses have been completed in addition to the normal degree/diploma/certificate requirements, you may be requested to

provide an official statement from the institution identifying the additional courses before further recognition may be considered for those courses.

• If applying for reevaluation, you are required to submit only the transcripts of the study completed since the last NWTTQS evaluation.

D. PROFESSIONAL TEACHER EDUCATION OR PEDAGOGICAL PREPARATION Provide program details.

TEACHER QUALIFICATIONS SERVICE (TQS) APPLICATION FOR

TEACHER CERTIFICATION AND SALARY EVALUATION

E. TEACHER QUALIFICATIONS Provide information regarding certification by:

• Indicating the Ministry or Department of Education that issued the teaching certificate • Providing a photocopy of your teaching certificate and indicating the number, type and date on the application form • Requesting a current Statement of Professional Standing. This official statement must be sent directly to our office from the

Ministry or Department of Education which issued your teaching credential. The statement may be requested from the addresses provided.

F. TEACHING EXPERIENCE

• Provide information regarding experience by indicating your previous employer’s name, location, and dates. Dates to be defined in days or years.

• Request from your previous employer a statement confirming your previous teaching experience and forward to the address below. G. DECLARATION

Sign, date and return the completed application form and relevant documents to the address provided below. EVALUATION INFORMATION: Salary evaluations are completed in accordance with the NWTTA Collective Agreements, the Education Act and Regulations, and the NWT Teacher Qualification Service policies. If dissatisfied with your evaluation, you may request, in writing to the address below, a reassessment by the NWT Teacher Qualification Service (NWTTQS). 01/02

Office of the Registrar Education, Operations and Development

Education, Culture and Employment Government of the NWT, Box 1320

Yellowknife, NT X1A 2L9

Phone: (867) 873-7392 Fax: (867) 873-0338 Email address: [email protected]

A. PERSONAL INFORMATION 1. Last Name: Male Female

First and Middle Name:

Former Last Name(s) (if applicable)

2. Address (Street, Box #, Apt #)

City or Town

Postal Code Home Phone # 3. Social Insurance # 4. Language Abilities: Language ___________________________ Fluency Level: Spoken ________ Written _______

Language ___________________________ Fluency Level: Spoken ________ Written _______ 5. Citizenship Statement: Place of Birth ________________________ Date of Birth ______________________

Please check one: _____ I am a Canadian citizen by birth: Dene ______ Inuit ______ Metis ______ Non-Native _______ _____ I am a Canadian citizen by naturalization _____ I have permanent resident status _____ Visa or Work Permit: Valid until _______________

B. EMPLOYMENT INFORMATION 1. Employing NWT Divisional Education Council/District: 2. Name of School: School Phone # Position # 3. Teaching Assignment(s): Grade ________ Subject ____________ % Time Taught ________ Grade ________ Subject ____________ % Time Taught ________ Grade ________ Subject ____________ % Time Taught ________

C. EDUCATION (list all post-secondary institutions attended in chronological order)

Institutions Attended (Name And

Location)

Dates Of

Attendance (Month/Yr)

Number Of

Years In Which Program Was

Completed

Degree/

Diploma/ Certificate Awarded

Date

Awarded (Month/Yr)

Major

Minor

Transcripts Sent

Directly From the Institution(s) Yes No

D. PROFESSIONAL TEACHER EDUCATION OR PEDAGOGICAL PREPARATION

TEACHER QUALIFICATIONS SERVICE (TQS) APPLICATION FOR

TEACHER CERTIFICATION AND SALARY EVALUATION

1. Did the training include a formal supervised period of student training? Yes _____ No _____ 2. If yes, indicate: Grade level(s) __________ Number of weeks _____ 3. Teacher Training: Primary _____ Elementary _____ Junior _____ Senior _____ Vocational _____

E. TEACHER QUALIFICATIONS (Previous teaching authority held. List in chronological order)

MINISTRY OR DEPT OF

EDUCATION THAT ISSUED THE CERTIFICATE

CERT #

TYPE OF

CERTIFICATE OR LICENSE

DATE

ISSUED EXPIRED

STATEMENT OF

PROFESSIONAL STANDING REQUESTED

YES NO

If you have not obtained your teaching authority from the jurisdiction where you received your initial teacher preparation, please explain: Have you ever had your certificate or other qualifications to teach suspended, cancelled, or withdrawn? Yes _____ No ______ If yes: When (Month/Year) __________________________ Where (Province/State) ______________________________

F. TEACHING EXPERIENCE (Proof of previous teaching experience must be provided)

Employer (Name of School/Board)

Location (city, town, province/state)

Dates (D/M/Y)

From To

Number of Years/Days

A year of teaching experience consists of: 1) any combination of teaching experience totaling 195 sessional days; or 2) a minimum of 150 teaching days in a single academic year; or 3) an accumulation of prorated part time days which total to the equivalent of 195 full days; 4) a year of teaching as certified by a previous employer.

G. DECLARATION

I understand that the Minister, or his designate, may make full enquiry with regard to any criminal conviction and hereby authorize the obtainment of any information from institutions or organizations as may be relevant to full consideration of this application. I also understand that a false declaration or willful omission may result in the non-issuance, suspension or cancellation of my teaching certificate under the Certification of Teachers Regulations and/or prosecution under the Criminal Code of Canada. I hereby certify that the particulars that have been furnished on this form are true and complete in all respects and that no relevant information has been withheld. To the best of my knowledge and understanding, the information given is true and correct. _______________________________________________________ __________________________________________ Applicant’s Signature Date

FEE SCHEDULE

Review of application for a interim teaching certificate (new applications)

$60

All applications must be accompanied by a Cheque or money order, made payable to the Government of the Northwest Territories.

STATEMENT OF PROFESSIONAL STANDING You must request that a Statement of Professional Standing, be sent directly to our office from the Ministry/Department of Education that issued your current teaching certificate. You must ask for a Statement of Professional Standing and not a statement of scholarity, statement of qualifications, record of standing, record card, qualification card, etc. The Statement of Professional Standing is a document used as a Canada-wide notification system between certifying bodies. The statement advises a hiring jurisdiction that a teacher certified in another province has not had their teaching certificate suspended or cancelled for any reason and is in “GOOD STANDING”. The following are the addresses for requesting a “Statement of Professional Standing”: Alberta Education Teacher Development & Certification 44 Capital Boulevard 10044 – 108th Street Edmonton, AB T5J 5E6 PH: (780) 427-2045 Fax: (780) 422-4199 Registrar BC College of Teachers #400- 2025 West Broadway Vancouver, BC V6J 1Z6 PH: (604) 731-8170 Fax: (604) 731-9142 Professional Certification Box 700 Russell, MB R0J 1W0 PH: (204) 773-2998 Fax: (204) 773-2411 Teacher Certification Department of Education Box 6000 Fredericton, NB E3B 5H1 PH: (506) 453-3678 Fax: (506) 444-4761 Registrar Teacher Certification Division Department of Education 3rd Fl. Confederation Bldg West Block, Box 8700 St. John’s, NF A1B 4J6 PH: (709) 729-3020 Fax: (709) 729-5026 Teacher Certification Department of Education Box 578 Halifax, NS

B3J 2S9 PH: (902) 424-6620 Fax: (902) 424-3814 Registrar Educators’ Certification Service Department of Education P.O. Box 390 Arviat, NU X0C 0E0 PH: (867) 857-3081 Fax: (867) 857-3090 Ontario College of Teachers 101 Bloor Street West Toronto, ON M5S 0A1 PH: (416) 961-8800 Fax: (416) 961-8822 Office of the Registrar Certification & Standards Division Department of Education Holman Building Suite 101, 250 Water Street Summerside, PEI C1N 1B6 PH: (902) 438-4130 Fax: (902) 438-4062 Direction de la formation et de la titularisation du personnel enseignant Ministère de l’Éducation 1035 rue de la Chevrotiere 28e étage Quebec, PQ G1R 5A5 PH: (418) 646-6581 Fax: (418) 643-2149 Teacher Services Saskatchewan Ministry of Education 1840 Lorne Street Regina, SK S4P 2L7 PH: (306) 787-6085 Fax: (306) 787-1003

Registrar Department of Education Government of the Yukon Box 2703 Whitehorse, YT Y1A 2C6 PH: (867) 667-5141 Fax: (867) 667-5435

CONFIRMATION OF EMPLOYMENT No person shall be employed as a teacher unless he or she holds a teaching certificate issued under the NWT Education Act and Regulations. (Exemption: Does not apply to a person employed to teach for not more than 20 consecutive teaching days, an adult educator, a person hired for local programs or a parent of a student instructing the student under a home schooling program).

Employee’s Name: School Community Position Type Position Number

I wish to confirm that this individual is: Currently employed (start date) ______________________________________ Will be employed on (start date) ______________________________________

Employer's Signature Date *Employer's Name Position Title

Note: *This form must be endorsed by a Superintendent, Director/Assistant Director of a

Divisional Education Council, or Principal of a school. Registrar, Teacher Certification Education, Operations & Development Education, Culture & Employment Yellowknife, NT X1A 2L9

Phone: (867) 873-7392 Fax: (867) 873-0338

*** A photocopy of your job offer may be submitted in place of this form***

VERIFICATION OF TEACHING EXPERIENCE (K – 12)

_______________________________________________ ________________________________________ Surname First Name Initial Previous Name (if applicable) Date of Birth: ____________________________________ Social Insurance Number: ___________________ SCHOOL & DISTRICT IN WHICH THE TEACHING EXPERIENCE WAS COMPLETED: District: ________________________________________ School: __________________________________ Address: ________________________________________ Tel. No. _________________________________ ________________________________________ Fax No. _________________________________ Description of teaching position held: _________________________________________________________________ ________________________________________________________________________________________ **The following section is to be completed by an authorized official of the school or school board**

Dates taught dd/mm/yy to dd/mm/yy

Status: F/T or P/T (%)

Number of full time days or full time equivalent days taught, including holidays, paid leave, etc.

How many days comprise of a full time teaching year in this school or district?

Please verify the following with a check mark: Yes No 1. A teaching certificate was necessary for employment; □ □

2. The employee was under the supervision of a recognized educational authority; □ □

3. The employing authority was supported by public funds or was eligible for public funds; □ □ I certify that the information given is a true and accurate statement of teaching service for the above named teacher. __________________________________________________ ______________________________ Authorized Official (please print and provide a signature) Position title _________________________________________________ ______________________________ Telephone No. Date

Return to: Registrar, Teacher Certification and Evaluation

Education, Operations and Development Government of the NWT, P.O. Box 1320

Yellowknife, NT X1A 2L9 CANADA

Tel: 867-873-7392 Fax: 867-873-0338


2013-2014

Appendix E10 – Principles for Salary Evaluations

10.1.4 Information for New Teachers


2013-2014


Principles for the Evaluation of Years of Teacher Education for Salary Purposes

All salary assessments are governed by the following general principles:

1. Teachers who have pursued programs outside the Northwest Territories shall have their qualifications assessed on a basis no less but no more favorable than that applied to teachers prepared within the Northwest Territories.

2. A program is assessed according to the status accorded to it at the time and by

the institution at which the program was taken.

3. A program will be considered when the program has been successfully completed through a recognized institution.

4. A program will be assessed according to the academic year requirements of

the program. 5. Where the content of one program overlaps the content of another program,

the common part shall not be counted twice. 6. When principles and/or procedures are revised, recognition previously granted

to a program that forms the basis of the prevailing evaluation will not be reduced unless the recognition was granted in error.

7. Initial Undergraduate degree for teacher training programs. 7.1 An initial undergraduate degree of a recognized institution will receive the academic year value assigned to the degree program.

7.2 Initial undergraduate combined or conjoint degrees of a recognized institution will receive the academic year value assigned to the degree programs.

7.3 A course deemed university credit equivalent by a recognized institution in the same regional jurisdiction, and extra to the initial program, will be assessed as one-tenth of a year. Additional Undergraduate Courses (a course taken after an initial undergraduate degree)

8. An additional undergraduate course of a recognized institution will be assessed on the following basis: 8.1 A course will be assessed as one-tenth of a year;

8.2 A completed diploma program will be assessed at one year unless a course by course assessment permits an assessment in excess of one year.

9. Graduate Programs

9.1 A graduate level course or its equivalent from a recognized institution

will be assessed as one-eighth of a year. 9.2 A completed master’s degree of a recognized institution will be

assessed at one year unless assessment under 9.1 or 9.4 permits an assessment in excess of one year.

9.3 A completed doctoral degree of a recognized institution will be assessed at one year unless assessment under 9.1 and 9.4 permits an assessment in excess of one year.

9.4 A completed graduate degree not composed of courses or its equivalent will be assessed on the academic year value assigned to the degree program.

10. CEGEP institutions offer programs of study beyond 11 years of primary and secondary schooling in Quebec.

CEGEP means collège d’enseignement gènèral et professionnel or College of General and Vocational Education. Quebec public colleges offer two kinds of programs: the two year general programs for students who wish to continue their education at the university level and the three year specialized career programs designed for students who wish to enter the labour force upon graduation. Upon completion of the program, students may receive a Diplôme d’ètudes collègiales (DEC). The NWTTQS will assess the completed DEC, whether the pre-university or vocational route programs are taken as one year.


2013-2014

Appendix E11 – Application for Diploma Examination Marking



2013-2014


Diploma Examination Application for Marking

Date: Surname:

First and Middle Names:

School Name:

School Address:

Box or Street address:

Community: NT Postal Code:

Telephone: Fax:

Have you previously participated in Diploma examination marking sessions? Yes No

If yes, when: Identify the appropriate subject, and if you are marking in English or French for Social Studies exams.

English 30-1 E F English 30-2 Social Studies 30-1 Français 30 Social Studies 30-2 French Language Arts 30-1 List the school years that you have taught the course:

I am teaching the course this semester: Yes No

_______________________________________________ ___________________

Teacher’s Signature Date

_______________________________________________ ___________________

Recommended by Principal – Signature Date

The application requirements have been met as outlined in the NWT School Handbook.

The participation of this teacher, as recommended by the principal, has my approval. The cost, if any, for a substitute will be covered by my jurisdiction.

_______________________________________________ ___________________

Superintendent’s Signature Date Please forward to: Chairperson, Senior Secondary School Committee Department of Education, Culture, and Employment P.O. Box 1320, Yellowknife, NT X1A 2L9 Fax: 867-873-0109