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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
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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
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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:
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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
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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.
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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
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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)
District Education Authority
(DEA)
District Education Authority
(DEA)
District Education Authority
(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
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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.
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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.
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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.
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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.
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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]
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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
IEP 2148 Français Grade 11 – IEP
IEP 3148 Français Grade 12 – IEP
IEP1169 Social Studies Grade 10 – IEP
IEP2169 Social Studies Grade 11 – IEP
IEP3169 Social Studies Grade 12 – IEP
SST1193 Northern Studies Grade 10 – IEP
IEP1219 Mathematics Grade 10 - IEP
IEP2219 Mathematics Grade 11 - IEP
IEP3219 Mathematics Grade 12 - IEP
IEP1299 Science Grade 10 – IEP
IEP2299 Science Grade 11 – IEP
IEP3299 Science Grade 12 – 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
Email: [email protected]
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.
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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
Occupational Area Course Name and Number
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
Occupational Area Course Name and Number
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
Occupational Area Course Name and Number
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
Occupational Area Course Name and Number
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
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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.
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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
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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.
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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
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
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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
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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
ABOLAN2 Aboriginal Language 2
ABOLAN3 Aboriginal Language 3
ABOLAN4 Aboriginal Language 4
ABOLAN5 Aboriginal Language 5
ABOLAN6 Aboriginal Language 6
ABOLAN7 Aboriginal Language 7
ABOLAN8 Aboriginal Language 8
ABOLAN9 Aboriginal Language 9
ALC0001 Aboriginal Language and Culture 1
ALC0002 Aboriginal Language and Culture 2
ALC0003 Aboriginal Language and Culture 3
ALC0004 Aboriginal Language and Culture 4
ALC0005 Aboriginal Language and Culture 5
ALC0006 Aboriginal Language and Culture 6
ALC0007 Aboriginal Language and Culture 7
ALC0008 Aboriginal Language and Culture 8
ALC0009 Aboriginal Language and Culture 9
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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
CRE0008 Cree Language 8
CRE0009 Cree Language 9
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
GWIC008 Gwich’in 8 8
GWIC009 Gwich’in 9 9
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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4.2.2 Arts Education
Course Code Course Name Grade ART0001 Arts Education 1
ART0002 Arts Education 2
ART0003 Arts Education 3
ART0004 Arts Education 4
ART0005 Arts Education 5
ART0006 Arts Education 6
ART0007 Arts Education 7
ART0008 Arts Education 8
ART0009 Arts Education 9
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
ARTVA02 Visual Arts 2
ARTVA03 Visual Arts 3
ARTVA04 Visual Arts 4
ARTVA05 Visual Arts 5
ARTVA06 Visual Arts 6
ARTVA07 Visual Arts 7
ARTVA08 Visual Arts 8
ARTVA09 Visual Arts 9
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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
ESL0008 English as a Second Language 8
ESL0009 English as a Second Language 9
ELA0001 English Language Arts 1
ELA0002 English Language Arts 2
ELA0003 English Language Arts 3
ELA0004 English Language Arts 4
ELA0005 English Language Arts 5
ELA0006 English Language Arts 6
ELA0007 English Language Arts 7
ELA0008 English Language Arts 8
ELA0009 English Language Arts 9
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
Revised: June 2013 NWT SCHOOL HANDBOOK 15
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
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
FCL0003 Core French 3
FCL0004 Core French 4
FCL0005 Core French 5
FCL0006 Core French 6
FCL0007 Core French 7
FCL0008 Core French 8
FCL0009 Core French 9
Revised: June 2013 NWT SCHOOL HANDBOOK 16
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
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
PED0002 Physical Education 2
PED0003 Physical Education 3
PED0004 Physical Education 4
PED0005 Physical Education 5
PED0006 Physical Education 6
PED0007 Physical Education 7
PED0008 Physical Education 8
PED0009 Physical Education 9
YOGA001 Yoga 1 n/a
YOGA002 Yoga 2 n/a
YOGA003 Yoga 3 n/a
Revised: June 2013 NWT SCHOOL HANDBOOK 17
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
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
ICT0004 Literacy with ICT 4
ICT0005 Literacy with ICT 5
ICT0006 Literacy with ICT 6
ICT0007 Literacy with ICT 7
ICT0008 Literacy with ICT 8
ICT0009 Literacy with ICT 9
4.2.8 Mathematics
Course Code Course Name Grade MAT0001 Mathematics 1
MAT0002 Mathematics 2
MAT0003 Mathematics 3
MAT0004 Mathematics 4
MAT0005 Mathematics 5
MAT0006 Mathematics 6
MAT0007 Mathematics 7
MAT0008 Mathematics 8
MAT0009 Mathematics 9
Revised: June 2013 NWT SCHOOL HANDBOOK 18
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
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
EXPLOR2 Exploratories 2 2
EXPLOR3 Exploratories 3 3
EXPLOR4 Exploratories 4 4
EXPLOR5 Exploratories 5 5
EXPLOR6 Exploratories 6 6
EXPLOR7 Exploratories 7 7
EXPLOR8 Exploratories 8 8
EXPLOR9 Exploratories 9 9
JRCOOKING Junior Cooking n/a
JUN_CTS7 Junior Career and Technology Studies 7
JUN_CTS8 Junior Career and Technology Studies 8
JUN_CTS9 Junior Career and Technology Studies 9
MEDIA09 Media09 9
REL0006 Religious Studies 6 6
REL0007 Religious Studies 7 7
REL0008 Religious Studies 8 8
REL0009 Religious Studies 9 9
RANDE07 Research and Development 7
RANDE08 Research and Development 8
RANDE09 Research and Development 9
SHOP001 Shop 1 1
SHOP002 Shop 2 2
SHOP003 Shop 3 3
SHOP004 Shop 4 4
Revised: June 2013 NWT SCHOOL HANDBOOK 19
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
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
SST0003 Social Studies 3
SST0004 Social Studies 4
SST0005 Social Studies 5
Revised: June 2013 NWT SCHOOL HANDBOOK 20
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
Course Code Course Name Grade SST0006 Social Studies 6
SST0007 Social Studies 7
SST0008 Social Studies 8
SST0009 Social Studies 9
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
Revised: June 2013 NWT SCHOOL HANDBOOK 21
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
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
FIMABOCU03 Aboriginal Culture 3
FIMABOCU04 Aboriginal Culture 4
FIMABOCU05 Aboriginal Culture 5
FIMABOCU06 Aboriginal Culture 6
FIMABOCU07 Aboriginal Culture 7
FIMABOCU08 Aboriginal Culture 8
FIMABOCU09 Aboriginal Culture 9
4.3.2 Arts Education
Course Code Course Name Grade FIMART001 Arts French 1
FIMART002 Arts French 2
FIMART003 Arts French 3
FIMART004 Arts French 4
FIMART005 Arts French 5
FIMART006 Arts French 6
FIMART007 Arts French 7
FIMART008 Arts French 8
FIMART009 Arts French 9
Revised: June 2013 NWT SCHOOL HANDBOOK 22
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
4.3.3 French Language Arts
Course Code Course Name Grade FIMFLA1 French Language Arts 1
FIMFLA2 French Language Arts 2
FIMFLA3 French Language Arts 3
FIMFLA4 French Language Arts 4
FIMFLA5 French Language Arts 5
FIMFLA6 French Language Arts 6
FIMFLA7 French Language Arts 7
FIMFLA8 French Language Arts 8
FIMFLA9 French Language Arts 9
4.3.4 Health, Wellness and Personal Development
Course Code Course Name Grade FIMPED001 Education Physique 1
FIMPED002 Education Physique 2
FIMPED003 Education Physique 3
FIMPED004 Education Physique 4
FIMPED005 Education Physique 5
FIMPED006 Education Physique 6
FIMPED007 Education Physique 7
FIMPED008 Education Physique 8
FIMPED009 Education Physique 9
HLTH001F Health – French 1
HLTH002F Health – French 2
HLTH003F Health – French 3
HLTH004F Health – French 4
Revised: June 2013 NWT SCHOOL HANDBOOK 23
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
Course Code Course Name Grade HLTH005F Health – French 5
HLTH006F Health – French 6
HLTH007F Health – French 7
HLTH008F Health – French 8
HLTH009F Health – French 9
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
FIMMAT3 Mathematics (French Immersion) 3
FIMMAT4 Mathematics (French Immersion) 4
FIMMAT5 Mathematics (French Immersion) 5
FIMMAT6 Mathematics (French Immersion) 6
FIMMAT7 Mathematics (French Immersion) 7
FIMMAT8 Mathematics (French Immersion) 8
FIMMAT9 Mathematics (French Immersion) 9
Revised: June 2013 NWT SCHOOL HANDBOOK 24
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
4.3.6 Other
Course Code Course Name Grade FIMINF001 Tech de l’info 1
FIMINF002 Tech de l’info 2
FIMINF003 Tech de l’info 3
FIMINF004 Tech de l’info 4
FIMINF005 Tech de l’info 5
FIMINF006 Tech de l’info 6
FIMINF007 Tech de l’info 7
FIMINF008 Tech de l’info 8
FIMINF009 Tech de l’info 9
FIMINT001 Études intégrées 1
FIMINT002 Études intégrées 2
FIMINT003 Études intégrées 3
FIMINT004 Études intégrées 4
FIMINT005 Études intégrées 5
FIMINT006 Études intégrées 6
FIMINT007 Études intégrées 7
FIMINT008 Études intégrées 8
FIMINT009 Études intégrées 9
4.3.7 Science
Course Code Course Name Grade FIMSCN1 Science (French Immersion) 1
FIMSCN2 Science (French Immersion) 2
FIMSCN3 Science (French Immersion) 3
FIMSCN4 Science (French Immersion) 4
Revised: June 2013 NWT SCHOOL HANDBOOK 25
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
Course Code Course Name Grade FIMSCN5 Science (French Immersion) 5
FIMSCN6 Science (French Immersion) 6
FIMSCN7 Science (French Immersion) 7
FIMSCN8 Science (French Immersion) 8
FIMSCN9 Science (French Immersion) 9
4.3.8 Social Studies
Course Code Course Name Grade FIMSST1 Social Studies (French Immersion) 1
FIMSST2 Social Studies (French Immersion) 2
FIMSST3 Social Studies (French Immersion) 3
FIMSST4 Social Studies (French Immersion) 4
FIMSST5 Social Studies (French Immersion) 5
FIMSST6 Social Studies (French Immersion) 6
FIMSST7 Social Studies (French Immersion) 7
FIMSST8 Social Studies (French Immersion) 8
FIMSST9 Social Studies (French Immersion) 9
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
FFLADR3 Arts Dramatique 3
FFLADR4 Arts Dramatique 4
FFLADR5 Arts Dramatique 5
Revised: June 2013 NWT SCHOOL HANDBOOK 26
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
Course Code Course Name Grade FFLADR6 Arts Dramatique 6
FFLADR7 Arts Dramatique 7
FFLADR8 Arts Dramatique 8
FFLADR9 Arts Dramatique 9
FFLAVA1 Arts Visuels 1
FFLAVA2 Arts Visuels 2
FFLAVA3 Arts Visuels 3
FFLAVA4 Arts Visuels 4
FFLAVA5 Arts Visuels 5
FFLAVA6 Arts Visuels 6
FFLAVA7 Arts Visuels 7
FFLAVA8 Arts Visuels 8
FFLAVA9 Arts Visuels 9
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
FFLART2 Éducation Artistique 2
FFLART3 Éducation Artistique 3
FFLART4 Éducation Artistique 4
FFLART5 Éducation Artistique 5
FFLART6 Éducation Artistique 6
FFLART7 Éducation Artistique 7
Revised: June 2013 NWT SCHOOL HANDBOOK 27
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
Course Code Course Name Grade FFLART8 Éducation Artistique 8
FFLART9 Éducation Artistique 9
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
FFLELA3 English Language Arts 3
FFLELA4 English Language Arts 4
FFLELA5 English Language Arts 5
FFLELA6 English Language Arts 6
FFLELA7 English Language Arts 7
FFLELA8 English Language Arts 8
FFLELA9 English Language Arts 9
Revised: June 2013 NWT SCHOOL HANDBOOK 28
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
4.4.3 Français
Course Code Course Name Grade FFLFR01 Français 1 1
FFLFR02 Français 2 2
FFLFR03 Français 3 3
FFLFR04 Français 4 4
FFLFR05 Français 5 5
FFLFR06 Français 6 6
FFLFR07 Français 7 7
FFLFR08 Français 8 8
FFLFR09 Français 9 9
4.4.4 Mathématiques
Course Code Course Name Grade FFLMAT1 Mathématiques 1
FFLMAT2 Mathématiques 2
FFLMAT3 Mathématiques 3
FFLMAT4 Mathématiques 4
FFLMAT5 Mathématiques 5
FFLMAT6 Mathématiques 6
FFLMAT7 Mathématiques 7
FFLMAT8 Mathématiques 8
FFLMAT9 Mathématiques 9
4.4.5 Other
Course Code Course Name Grade FFLCCP7 Career and Program Plan French 7
Revised: June 2013 NWT SCHOOL HANDBOOK 29
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
4.4.6 Santé et Éducation Physique
Course Code Course Name Grade FFLPED1 Éducation Physique 1
FFLPED2 Éducation Physique 2
FFLPED3 Éducation Physique 3
FFLPED4 Éducation Physique 4
FFLPED5 Éducation Physique 5
FFLPED6 Éducation Physique 6
FFLPED7 Éducation Physique 7
FFLPED8 Éducation Physique 8
FFLPED9 Éducation Physique 9
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
FFLSST3 Science Humaines 3
FFLSST4 Science Humaines 4
Revised: June 2013 NWT SCHOOL HANDBOOK 30
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
Course Code Course Name Grade FFLSST5 Science Humaines 5
FFLSST6 Science Humaines 6
FFLSST7 Science Humaines 7
FFLSST8 Science Humaines 8
FFLSST9 Science Humaines 9
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
FFLTIC3 Technologie de l’information et des communications 3
FFLTIC4 Technologie de l’information et des communications 4
FFLTIC5 Technologie de l’information et des communications 5
FFLTIC6 Technologie de l’information et des communications 6
Revised: June 2013 NWT SCHOOL HANDBOOK 31
Section 4 – Elementary and Junior High Course and Program Information
2013-2014
Course Code Course Name Grade FFLTIC7 Technologie de l’information et des communications 7
FFLTIC8 Technologie de l’information et des communications 8
FFLTIC9 Technologie de l’information et des communications 9
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
Revised: June 2013 NWT SCHOOL HANDBOOK 32
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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)
Revised: June 2013 NWT SCHOOL HANDBOOK 1
Section 5 – Sr. High Approved Credits and Courses
2013-2014
• 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.
Revised: June 2013 NWT SCHOOL HANDBOOK 2
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 3
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
English Language Arts 20-1
English Language Arts 30-1
English Language Arts 10-2
English Language Arts 20-2
English Language Arts 30-2
Literacy 10
Literacy 20
Literacy 30
Français 10-1
Français 20-1
Français 30-1
Français 10-2
Français 20-2
Français 30-2
Revised: June 2013 NWT SCHOOL HANDBOOK 4
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
Workplace & Apprenticeship Mathematics
Mathematics 30-3
Workplace & Apprenticeship Mathematics
Revised: June 2013 NWT SCHOOL HANDBOOK 5
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
Experiential Science 20
Experiential Science 30
Revised: June 2013 NWT SCHOOL HANDBOOK 6
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 7
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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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2013-2014
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
* 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:
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
Revised: June 2013 NWT SCHOOL HANDBOOK 11
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Course Credits Details
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
• 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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 15
Section 5 – Sr. High Approved Credits and Courses
2013-2014
• 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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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.
January 14, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, only the written/used Part A examination materials
for Social Studies 30-1 and Social Studies 30-2; unused/extra
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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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.
January 15, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, only the written/used Part A examination materials
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.
January 20, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, all Part B examination materials, used and unused,
for English Language Arts 30-1 and English Language Arts 30-2.
January 21, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, all Part B examination materials, used and unused,
for Social Studies 30-1 and Social Studies 30-2.
January 23, 2014 The principal must return to Learner Assessment Branch, Alberta
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
the January diploma examinations must be transmitted to the
Student Records Officer.
January 24, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, all examination materials, used and unused, for
Pure Mathematics 30, Applied Mathematics 30, Mathematics 30-1, and Mathematics 30-2.
January 29, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, all examination materials, used and unused, for
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 19
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
Revised: June 2013 NWT SCHOOL HANDBOOK 20
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
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.
June 13, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, only the written/used Part A examination materials
for Social Studies 30-1 and Social Studies 30-2; unused/extra Part
A materials may be kept at the school after the administration.
June 16, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, only the written/used Part A examination materials
for French Language Arts 30-1; unused/extra Part A materials may
be kept at the school after the administration.
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Section 5 – Sr. High Approved Credits and Courses
2013-2014
The principal must return, all Part A examination materials, used
and unused, for Francais 30-1.
June 17, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, all Part B examination materials, used and unused, for
English Language Arts 30-1 and English Language Arts 30-2.
June 18, 2014 The principal must return to Learner Assessment Branch, Alberta
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.
June 23, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, all examination materials, used and unused, for
French Language Arts 30-1 Part B, Francais 30-1 Partie B,
Biology 30 and Chemistry 30..
June 24, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, all examination materials, used and unused, for
Mathematics 30, Applied Mathematics 30, Mathematics 30-1 and
Mathematics 30-2.
June 26, 2014 The principal must return to Learner Assessment Branch, Alberta
Education, all examination materials, used and unused, for
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
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Section 5 – Sr. High Approved Credits and Courses
2013-2014
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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2013-2014
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 31
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
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
Revised: June 2013 NWT SCHOOL HANDBOOK 32
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
http://www.education.alberta.ca/admin/testing/diplomaexams/diplomabulletin.aspx
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 33
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
http://www.education.alberta.ca/admin/testing/diplomaexams/diplomabulletin.aspx
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 34
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 35
Section 5 – Sr. High Approved Credits and Courses
2013-2014
• 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.
Revised: June 2013 NWT SCHOOL HANDBOOK 36
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
English Language Arts 10-2 ELA1104 5
English Language Arts 20-2 ELA2104 5
English Language Arts 30-2 ELA3104 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
Revised: June 2013 NWT SCHOOL HANDBOOK 37
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Grouping Course name Course Code/# # of Credits
English SL Level 4D ESL1123 5
Français 10-1 FRA1301 5
Français 20-1 FRA2301 5
Français 30-1 FRA3301 5
Français 10-2 FRA1314 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 Language Arts 30-1 FLA3304 5
French Language Arts 10-2 FLA1132 5
French Language Arts 20-2 FLA2132 5
French Language Arts 30-2 FLA3132 5
French 10-3Y FSL1093 5
French 20-3Y FSL2093 5
French 30-3Y FSL3093 5
French 10-9Y FSL1099 5
French 20-9Y FSL2099 5
French 30-9Y FSL3099 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
Revised: June 2013 NWT SCHOOL HANDBOOK 38
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Grouping Course name Course Code/# # of Credits
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
Mathematics 20-1 /Mathématiques 20-1 MAT2791 5
Mathematics20-2 /Mathématiques 20-2 MAT2792 5
Mathematics 20-3 /Mathématiques 20-3 MAT2793 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
Experiential Science 20 SCN2289 5
Experiential Science 30 SCN3289 5
Physics 20/Physiques 20 SCN2797 5
Physics 30/Physiques 30 SCN3797 5
Revised: June 2013 NWT SCHOOL HANDBOOK 39
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Grouping Course name Course Code/# # of Credits
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
Revised: June 2013 NWT SCHOOL HANDBOOK 40
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Grouping Course name Course Code/# # of Credits
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
Religious Studies 25 LDC2460 3, 4, 5
Religious Studies 35 LDC3460 3, 4, 5
Special Projects 10 OTH1999 1,2, 3, 4, 5
Special Projects 20 OTH2999 1,2, 3, 4, 5
Special Projects 30 OTH3999 1,2, 3, 4, 5
Work Experience 15 OTH1998 1,2, 3, 4, 5
Work Experience 25 OTH2998 1,2, 3, 4, 5
Work Experience 35 OTH3998 1,2, 3, 4, 5
Revised: June 2013 NWT SCHOOL HANDBOOK 41
Section 5 – Sr. High Approved Credits and Courses
2013-2014
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
Inuvialuktun 25 LDC2379 5 June 2014
Inuvialuktun 35 LDC3379 5 June 2014
Taimani 25 LDC2470 3 June 2018
SNAP Access
Course name Course Code Credits Expiry date
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
Revised: June 2013 NWT SCHOOL HANDBOOK 42
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Course name Course Code Credits Expiry date
Machines LDC1978 1 June 2014
5.5.2 Dehcho Divisional Education Council
Course name Course Code Credits Expiry date
South Slavey 15 LDC1380 3 or 5 June 2014
South Slavey 25 LDC2380 3 or 5 June 2014
South Slavey 35 LDC3380 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
Course name Course Code Credits Expiry date
Aboriginal Art 15 LDC1401 5 June 2014
Aboriginal Art 25 LDC2401 5 June 2014
Cree 15 LDC1370 3 or 5 June 2014
Cree 25 LDC2370 3 or 5 June 2014
Cree 35 LDC3370 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
Revised: June 2013 NWT SCHOOL HANDBOOK 43
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Course name Course Code Credits Expiry date
Trades Awareness 15c LDC1847 1 June 2014
Chipewyan 15 LDC1381 3 or 5 June 2014
Chipewyan 25 LDC2381 3 or 5 June 2014
Chipewyan 35 LDC3381 3 or 5 June 2014
5.5.4 Tlicho Community Services Agency
Course name Course Code Credits Expiry date
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
Revised: June 2013 NWT SCHOOL HANDBOOK 44
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Tlicho Trades and Technology Certificate Program
Course name Course Code Credits Expiry date
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
Environmental – Studies 2 LDC2008 1 June 2014
Environmental – Studies 3 LDC3001 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
Revised: June 2013 NWT SCHOOL HANDBOOK 45
Section 5 – Sr. High Approved Credits and Courses
2013-2014
5.5.5 Yellowknife Education District #1 (YK1)
Course name Course Code Credits Expiry date
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)
Course name Course Code Credits Expiry date
Religion 15 LDC1460 3 or 5 June 2017
Religion 25 LDC2460 3 or 5 June 2017
Religion 35 LDC3460 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
Leadership and Resiliency Program 25 LDC2811 5 June 2017
Leadership and Resiliency Program 35 LDC3811 5 June 2017
Amatrol Training System
Course name Course Code Credits Expiry date
Automated Material Handling 1 ATS1010 1 June 2017
Manufacturing Processes 1 ATS 1020 1 June 2017
Revised: June 2013 NWT SCHOOL HANDBOOK 46
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Course name Course Code Credits Expiry date
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
Quality Assurance/Mechanical Systems 2 ATS 2001 1 June 2017
Quality Assurance/Electrical Systems 2 ATS 2002 1 June 2017
Quality Assurance/Thermal Systems 2 ATS 2003 1 June 2017
Revised: June 2013 NWT SCHOOL HANDBOOK 47
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Course name Course Code Credits Expiry date
Quality Assurance/Manufacturing Processes 2 ATS 2004 1 June 2017
Quality Assurance/Automated Material Handling 2
ATS 2005 1 June 2017
Design Processes/Fluid Power Systems 2 ATS 2100 1 June 2017
Design Processes/Mechanical Systems 2 ATS 2200 1 June 2017
Design Processes/Electrical Systems 2 ATS 2300 1 June 2017
Design Processes/Thermal Systems 2 ATS 2400 1 June 2017
Design Processes/Manufacturing Processes 2 ATS 2500 1 June 2017
Design Processes/Automated Material Handling 2
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
Quality Assurance/Mechanical Systems 3 ATS 3001 1 June 2017
Quality Assurance/Electrical Systems 3 ATS 3002 1 June 2017
Quality Assurance/Thermal Systems 3 ATS 3003 1 June 2017
Quality Assurance/Manufacturing Processes 3 ATS 3004 1 June 2017
Quality Assurance/Automated Material Handling 3
ATS 3005 1 June 2017
Revised: June 2013 NWT SCHOOL HANDBOOK 48
Section 5 – Sr. High Approved Credits and Courses
2013-2014
Course name Course Code Credits Expiry date
Design Processes/Fluid Power Systems 3 ATS 3100 1 June 2017
Design Processes/Mechanical Systems 3 ATS 3200 1 June 2017
Design Processes/Electrical Systems 3 ATS 3300 1 June 2017
Design Processes/Thermal Systems 3 ATS 3400 1 June 2017
Design Processes/Manufacturing Processes 3 ATS 3500 1 June 2017
Design Processes/Automated Material Handling 3
ATS 3600 1 June 2017
ATS Project A ATS 3998 1 June 2017
ATS Project B ATS 3999 1 June 2017
Revised: June 2013 NWT SCHOOL HANDBOOK 49
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Section 6 – Specific Sr. High Course and Program Information
2013-2014
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
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Section 6 – Specific Sr. High Course and Program Information
2013-2014
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 1
Section 6 – Specific Sr. High Course and Program Information
2013-2014
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.
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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.
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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.
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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
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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
English Language Arts 20-3 is now Literacy 20
English Language Arts 30-3 is now Literacy 30
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.
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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.
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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
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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].
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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
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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.
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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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2013-2014
• 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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2013-2014
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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2013-2014
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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Section 6 – Specific Sr. High Course and Program Information
2013-2014
• 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/
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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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Section 6 – Specific Sr. High Course and Program Information
2013-2014
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.
6.15.1 Documentation Requirements
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.
6.15.2 Responsibilities
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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Section 6 – Specific Sr. High Course and Program Information
2013-2014
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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Section 6 – Specific Sr. High Course and Program Information
2013-2014
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
Revised: June 2013 NWT SCHOOL HANDBOOK 35
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Section 7 – External Programs Approved for Credit
2013-2014
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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2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Section 7 – External Programs Approved for Credit
2013-2014
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
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Section 7 – External Programs Approved for Credit
2013-2014
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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Section 7 – External Programs Approved for Credit
2013-2014
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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Section 7 – External Programs Approved for Credit
2013-2014
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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Section 7 – External Programs Approved for Credit
2013-2014
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
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Section 7 – External Programs Approved for Credit
2013-2014
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.
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Section 7 – External Programs Approved for Credit
2013-2014
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
Grade 7 + Theory III
FNA2425
Grade 8 + Theory IV
FNA3425 Woodwind, (3), Brass, (4), Percussion, Recorder
Grade 3 + Theory II
FNA1425
Grade 5 + Theory III
FNA2425
Grade 7 + Theory IV
FNA3425
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2013-2014
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
Grade 8+ Theory II FNA3425
Woodwind, (3), Brass (4), Percussion, Recorder
Grade 4 + Theory I
FNA1425
Grade 6 + Theory II
FNA2425
Grade 8+ Theory II FNA3425
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
Grade 8+ Theory II FNA3420
Piano, Strings, (2) Accordion, Guitar
Grade 6 + Theory I
FNA1425
Grade 7 + Theory II
FNA2425
Grade 8+ Theory II FNA3425
Woodwind, (3), Brass (4), Percussion, Recorder
Grade 4 + Theory I
FNA1425
Grade 6 + Theory II
FNA2425
Grade 8+ Theory II FNA3425
(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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Section 7 – External Programs Approved for Credit
2013-2014
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.
7.5.1 Application Process
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
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Section 7 – External Programs Approved for Credit
2013-2014
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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Section 7 – External Programs Approved for Credit
2013-2014
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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Section 7 – External Programs Approved for Credit
2013-2014
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.
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Section 7 – External Programs Approved for Credit
2013-2014
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.
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2013-2014
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Section 8 – Special Cases
2013-2014
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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Section 8 – Special Cases
2013-2014
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
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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Section 8 – Special Cases
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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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Section 8 – Special Cases
2013-2014
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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Section 8 – Special Cases
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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
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Section 8 – Special Cases
2013-2014
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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2013-2014
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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Section 8 – Special Cases
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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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Section 8 – Special Cases
2013-2014
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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Section 8 – Special Cases
2013-2014
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
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
Biology 20 Biology 20
Chemistry 20 Chemistry 20
Physics 20 Physics 20
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Aurora College Course NWT High School Course Equivalent
Biology 30 Biology 30
Chemistry 30 Chemistry 30
Physics 30 Physics 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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Section 8 – Special Cases
2013-2014
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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Section 8 – Special Cases
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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
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Section 8 – Special Cases
2013-2014
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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Section 8 – Special Cases
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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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Section 8 – Special Cases
2013-2014
• 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 20-1 English Language Arts 10-1
English Language Arts 30-1 English Language Arts 20-1 and 10-1
English Language Arts 20-2 English Language Arts 10-2
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 20-1 Social Studies 10-1
Social Studies 30-1 Social Studies 20-1 and 10-1
Social Studies 20-2 Social Studies 10-2
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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Section 8 – Special Cases
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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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Section 8 – Special Cases
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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.
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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
2013-2014
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.
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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.
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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
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Section 10 – Information for Teachers
2013-2014
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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Section 10 – Information for Teachers
2013-2014
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.
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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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Section 10 – Information for Teachers
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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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2013-2014
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/
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Section 10 – Information for Teachers
2013-2014
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.
10.2.1 Application Process
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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Section 10 – Information for Teachers
2013-2014
• 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
• 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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Section 10 – Information for Teachers
2013-2014
• 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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Section 10 – Information for Teachers
2013-2014
For further information, contact
Department of Education
Education Operations and Development Division
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
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Section 10 – Information for Teachers
2013-2014
– 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.
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Section 10 – Information for Teachers
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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
Date Activity Location Contact
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
Yellowknife Raymonde Laberge
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Date Activity Location Contact
Sept. 10 In-service on French Language Arts, Grade 2 and 3
Yellowknife Raymonde Laberge
Sept. 11 In-service on French Language Arts, Grade 4, 5 and 6
Yellowknife Raymonde Laberge
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
Yellowknife Raymonde Laberge
Sept. 17 In-service on Études intégrées (écoles francophones) Grade 2/3 and 3/4
Yellowknife Raymonde Laberge
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
Yellowknife Raymonde Laberge
Oct 1-2 Career Focusing training Behchoko Elaine Stewart
Oct. 7 pm only
In-service on Lecture guidée, Grade 2 and 3
Yellowknife Raymonde Laberge
Oct 7-10 Career Focusing training Behchoko Elaine Stewart
Oct. 8 1 Community for ICT Supported Learning: Online Safety and Literacy
Online (WEBEX), telephone
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
Online (WEBEX), telephone
Blake Wile
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Date Activity Location Contact
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
Online (WEBEX), telephone
Blake Wile
Jan. 20 1 Community for ICT Supported Learning: Digital Storytelling with PowerPoint
Online (WEBEX), telephone
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
Online (WEBEX), telephone
Blake Wile
Mar. 12 1 Community for ICT Supported Learning: Self-Published Books
Online (WEBEX), telephone
Blake Wile
Apr. 10 1 Community for ICT Supported Learning: Creative Commons – Easier to use copyleft instead of copyright!
Online (WEBEX), telephone
Blake Wile
May 12 1 Community for ICT Supported Learning: Cartooning with Digital Images
Online (WEBEX), telephone
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
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Section 10 – Information for Teachers
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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:
Department of Education
Education Operations and Development Division
Phone: 867-920-8990
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Section 11 – Resources
2013-2014
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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Revised: June. 2013 NWT SCHOOL HANDBOOK
Section 11 – Resources
2013-2014
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
May be accessed through http://www.justice.gov.nt.ca/Legislation/SearchLeg&Reg.shtml
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/
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Section 11 – Resources
2013-2014
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
http://www.unw.ca/theme/user/unw_regulations_october_9_2012.pdf
Worker’s Compensation General Regulations
May be accessed through http://www.justice.gov.nt.ca/Legislation/SearchLeg&Reg.shtml
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
Revised: June 2013 NWT SCHOOL HANDBOOK 2
Section 11 – Resources
2013-2014
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
Revised: June 2013 NWT SCHOOL HANDBOOK 3
Section 11 – Resources
2013-2014
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
Revised: June 2013 NWT SCHOOL HANDBOOK 4
Section 11 – Resources
2013-2014
Community School Grades Address Postal code Principal Telephone Fax
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
K-12 General Delivery
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
Revised: June 2013 NWT SCHOOL HANDBOOK 5
Section 11 – Resources
2013-2014
Community School Grades Address Postal code Principal Telephone Fax
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
K-9 General Delivery
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
K-10 General Delivery
X0E 0N0 Jeffery Planetta
867-602-2200 867-602-2202
Revised: June 2013 NWT SCHOOL HANDBOOK 6
Section 11 – Resources
2013-2014
Community School Grades Address Postal code Principal Telephone Fax
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
K-9 General Delivery
X0E 0Z0 Terry Davidson
867-690-4241 867-690-3500
Tsiigehtchic Chief Paul Niditchie School
K-9 General Delivery
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
K-12 General Delivery
X0E 1P0 John Sarapnickas
867-573-3131 867-573-3063
Revised: June 2013 NWT SCHOOL HANDBOOK 7
Section 11 – Resources
2013-2014
Community School Grades Address Postal code Principal Telephone Fax
Wrigley Chief Julian Yendo School
K-9 General Delivery
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
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Section 11 – Resources
2013-2014
Community School Grades Address Postal code Principal Telephone Fax
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
Revised: June 2013 NWT SCHOOL HANDBOOK 9
Section 11 – Resources
2013-2014
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
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Section 11 – Resources
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
Email: [email protected]
Teacher Certification Registrar 867-873-7392
Revised: June 2013 NWT SCHOOL HANDBOOK 11
Section 11 – Resources
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
Revised: June 2013 NWT SCHOOL HANDBOOK 12
Section 11 – Resources
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
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Section 11 – Resources
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
Revised: June 2013 NWT SCHOOL HANDBOOK 14
Section 11 – Resources
2013-2014
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/
Revised: June 2013 NWT SCHOOL HANDBOOK 15
Section 11 – Resources
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
Revised: June 2013 NWT SCHOOL HANDBOOK 16
Appendices
2013-2014
Appendix A – Information
A1 Summaries of Ministerial Directives
A2 Commonly Used Acronyms
A3 Literacy with ICT - French
A4 Literacy with ICT – English
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
Revised: June. 2013 SENIOR SECONDARY SCHOOL HANDBOOK
Appendices
2013-2014
Appendix B – Students Records and Program Forms
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
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
Revised: June. 2013 SENIOR SECONDARY SCHOOL HANDBOOK
Appendices
2013-2014
Appendix C – Other Forms
C1 Loss or Claim Reporting General Information
C2 School Excursions 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
Revised: June. 2013 SENIOR SECONDARY SCHOOL HANDBOOK
Appendices
2013-2014
Appendix D – Diploma Examination Forms
D1 Diploma Examination Registration Form
D2 Request for Exemption
D3 Request for Separate Writing Form
D4 Diploma Examination Rescore Application Form
D5 Accommodations for Special Exam Writing Needs
D6 Certificate of Illness
D7 Statement of Scribe, Reader, or Interpreter Form
Revised: June. 2013 SENIOR SECONDARY SCHOOL HANDBOOK
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
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
Revised: June. 2013 SENIOR SECONDARY SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix A - Information
2013-2014
A1 Summaries of Ministerial Directives
A2 Commonly Used Acronyms
A3 Literacy with ICT - French
A4 Literacy with ICT – English
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
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix A - Information
2013-2014
Appendix A1 – Summaries of Ministerial Directives
1.1 Essential Documents
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 1
Appendix A1 – Ministerial Directives
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;
Revised: June 2013 NWT SCHOOL HANDBOOK 2
Appendix A1 – Ministerial Directives
2013-2014
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,
Revised: June 2013 NWT SCHOOL HANDBOOK 3
Appendix A1 – Ministerial Directives
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
Revised: June 2013 NWT SCHOOL HANDBOOK 4
Appendix A1 – Ministerial Directives
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.
Revised: June 2013 NWT SCHOOL HANDBOOK 5
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix A - Information
2013-2014
Appendix A2 – Commonly Used Acronyms
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Revised: June 2013 NWT SCHOOL HANDBOOK 1
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix A - Information
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)
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
6 à l’aide des TIC
11
- Choisit une TIC pour consigner ses notes et catégoriser l’information
7
- Réunit ou crée des données primaires
13 à l’aide des TIC
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.)
Appendix A - Information
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)
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix A - Information
2013-2014
Appendix A5 – SSP Samples – Senior high
3.1.1 Student Support Plan (SSP)
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Student Support Plan
Teacher: Administrator:
Dat e: Date: Date: Date:
This plan has been shared with the Parent, Teacher, Student, and Program Support Teacher.
It will be revised if necessary at all school reporting periods.
A copy must be placed in the Student Record.
"'· "
Date: October 11, 2011
Name: Student A
Grade Placement: 12
Nortnmst
Territories
Date of Birth: March 8, 1993
Type of Plan: Regular Program with Accommodations for Difficulty
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.
Organization of Self and Materials
- 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:
Teacher: Administrator:
Dat e: Date: Date: Date:
This plan has been shared with the Parent, Teacher, Student, and Program Support Teacher.
It will be revised if necessary at all school reporting periods.
A copy must be placed in the Student Record.
High School
Student Support Plan
Date: October 11, 2011
Name: Student C
Grade Placement: 12
Date of Birth: March 8, 1993
Type of Plan: Regular Program with Accommodations for Difficulty
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
Organization of Self and Materials
- 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
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix A - Information
2013-2014
Appendix A6 – BIT cluster course list
5.4 Approved List of Courses
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Introductory Level Intermediate Level Advanced Level
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
Appendix A - Information
2013-2014
Appendix A7 – HRH cluster course list
5.4 Approved List of Courses
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Introductory Level Intermediate Level Advanced Level
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
CCS3120: Early Learning & Child Care 2
CCS3130: Early Learning & Child Care 3
CCS3140: Early Learning & Child Care 4
CCS3150: Early Learning & Child Care 5
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
Introductory Level Intermediate Level Advanced Level
Health, Recreation and Human Services (HRH) Courses
Community Care Services
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
© Alberta Education, Alberta, Canada Revised August 2011 CTS: HRH / 2
Introductory Level Intermediate Level Advanced Level
Health, Recreation and Human Services (HRH) Courses
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
© Alberta Education, Alberta, Canada Revised August 2011 CTS: HRH / 3
Introductory Level Intermediate Level Advanced Level
Health, Recreation and Human Services (HRH) Courses
Community 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
© Alberta Education, Alberta, Canada Revised August 2011 CTS: HRH / 4
Appendix A - Information
2013-2014
Appendix A8 – MDC cluster course list
5.4 Approved List of Courses
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Introductory Level Intermediate Level Advanced Level
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
Introductory Level Intermediate Level Advanced Level
Media, Design & Communication Arts (MDC) Courses
Communication Technology
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
© Alberta Education, Alberta, Canada 2010 CTS: MDC / 2
Introductory Level Intermediate Level Advanced Level
Media, Design & Communication Arts (MDC) Courses
Communication Technology
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
© Alberta Education, Alberta, Canada 2010 CTS: MDC / 3
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix A - Information
2013-2014
Appendix A9 – NAT cluster course list
5.4 Approved List of Courses
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Introductory Level Intermediate Level Advanced Level
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
Introductory Level Intermediate Level Advanced Level
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
Appendix A - Information
2013-2014
Appendix A10 – TMT cluster course list
5.4 Approved List of Courses
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
© Alberta Education, Alberta, Canada Revised 2010 CTS: TMT / 1
Introductory Level Intermediate Level Advanced Level
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)
© Alberta Education, Alberta, Canada Revised 2010 CTS: TMT / 2
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
© Alberta Education, Alberta, Canada Revised 2010 CTS: TMT / 3
Introductory Level Intermediate Level Advanced LevelTrades, Manufacturing & Transportation (TMT) Courses
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)
© Alberta Education, Alberta, Canada Revised 2010 CTS: TMT / 4
Introductory Level Intermediate Level Advanced LevelTrades, Manufacturing & Transportation (TMT) Courses
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
Appendix A - Information
2013-2014
Appendix A11 – CTR Courses – Existing to New
5.4 Approved List of Courses
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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)
CTR2040 Client Service 2 withdrawn see practicums & client/food service in occ area
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)
CTR3090 Client Service 3 withdrawn see practicums & client/food service in occ area
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
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix A - Information
2013-2014
Appendix A12 – School Year Calendars
2.1 School Year Calendars
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix A12 – School Year Calendars
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
Dec 20/13-Jan 5/14 Apr 14-22/14 Jun 26/14 Jun 27/14
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
Dec 20/13-Jan 5/14 Apr 14-22/14 Jun 26/14 Jun 27/14
Tuktoyaktuk Mangilaluk Aug 26/13 Sep 5/13 Dec 20/13-Jan
5/14 May 12-16/14 Jun 26/14 Jun 27/14
Revised: June 2013 NWT SCHOOL HANDBOOK 1
Appendix A12 – School Year Calendars
2013-2014
Community School Teachers Report
Classes Open
Christmas Break
Spring break Last Day Students
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
Dec 21/13-Jan 5/14 Mar 12-21/14 Jun 27/14 Jun 27/14
Fort Simpson Bompas Elementary Aug 26/13 Aug 26/13
Dec 21/13-Jan 5/14 Mar 12-21/14 Jun 27/14 Jun 27/14
Jean Marie River Louie Norwegian Aug 29/13 Sep 3/13
Dec 21/13-Jan 5/14 Mar 24-28/14 Jun 27/14 Jun 27/14
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
Dec 20/13-Jan 6/14 Mar 10-14/14 Jun 26/14 Jun 26/14
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
Revised: June 2013 NWT SCHOOL HANDBOOK 2
Appendix A12 – School Year Calendars
2013-2014
Community School Teachers Report
Classes Open
Christmas Break
Spring break Last Day Students
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
Revised: June 2013 NWT SCHOOL HANDBOOK 3
Appendix A12 – School Year Calendars
2013-2014
Community School Teachers Report
Classes Open
Christmas Break
Spring break Last Day Students
Last Day Teachers
Sahtu – cont.
Tulita Chief Albert Wright Aug 19/13 Aug 20/13
Dec 21/13-Jan 5/14 Mar 8-23/14 Jun 20/14 Jun 24/14
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
Dec 21/13-Jan 5/14 Apr 12-27/14 Jun 26/14 Jun 27/14
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
Dec 22/13-Jan 5/14 Apr 14-25/14 Jun 26/14 Jun 27/14
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
Revised: June 2013 NWT SCHOOL HANDBOOK 4
Appendix A12 – School Year Calendars
2013-2014
Community School Teachers Report
Classes Open
Christmas Break
Spring break Last Day Students
Last Day Teachers
YK1
Yellowknife École J.H. Sisson Aug 26/13 Sep 3/13
Dec 21/13-Jan 5/14 Mar 15-30/14 Jun 26/14 Jun 26/14
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
Dec 21/13-Jan 5/14 Mar 15-30/14 Jun 26/14 Jun 26/14
William McDonald Aug 26/13 Sep 3/13
Dec 21/13-Jan 5/14 Mar 15-30/14 Jun 26/14 Jun 26/14
Sir John Franklin High Aug 26/13 Sep 3/13
Dec 21/13-Jan 5/14 Mar 15-30/14 Jun 26/14 Jun 26/14
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
Dec 21/13-Jan 5/13 Mar 15-30/14 Jun 24/14 Jun 25/14
Revised: June 2013 NWT SCHOOL HANDBOOK 5
Appendix A12 – School Year Calendars
2013-2014
Community School Teachers Report
Classes Open
Christmas Break
Spring break Last Day Students
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
Dec 21/13-Jan 5/13 Mar 15-30/14 Jun 25/14 Jun 25/14
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
Revised: June 2013 NWT SCHOOL HANDBOOK 6
Appendix B – Student Records and Program Forms
2013-2014
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
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 Locally Developed Course Application Form
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix B – Student Records and Program Forms
2013-2014
Appendix B1 – Request for GNWT Student Identification Number
2.3.2 Student Demographics
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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]
Appendix B – Student Records and Program Forms
2013-2014
Appendix B2 – Request Changes to Student Demographic Information
2.3 Student Records
2.3.2 Student Demographics
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Email: [email protected]
Appendix B – Student Records and Program Forms
2013-2014
Appendix B3 – Course Correction Form – Individual Student
2.3 Student Records
2.3.10 Validation Statements
2.3.14 Course Corrections
3.1.3 Individual Education Plan (IEP)
8.2.1 Document Requirements
8.4 Retroactive Credits
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix B – Student Records and Program Forms
2013-2014
Appendix B4 – Course Correction Form – Multiple Students
2.3 Student Records
2.3.10 Validation Statements
2.3.14 Course Corrections
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix B – Student Records and Program Forms
2013-2014
Appendix B5 – Secondary School Transcript Request
2.3.11 Transcripts
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix B – Student Records and Program Forms
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
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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:
Appendix B – Student Records and Program Forms
2013-2014
Appendix B7 – Community Service Hours
2.3 Student Records
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix B – Student Records and Program Forms
2013-2014
Appendix B8 – Special Projects Form
2.3 Student Records
6.13.2 Requirements for Special Projects Credits
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix B – Student Records and Program Forms
2013-2014
Appendix B9 – Work Experience Log
2.3 Student records
6.14.1 Documentation Requirements
6.14.2 Responsibilities
6.15.1 Documentation Requirements
6.15.2 Responsibilities
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Dept. of Education, Culture & Employment
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
Dept. of Education, Culture & Employment
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
Appendix B – Student Records and Program Forms
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
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
CHALLENGE CREDITS Government of the Northwest Territories Box 1320, Yellowknife, N.W.T. Canada X1A 2L9 (Page 1 of 2)
Education, Culture & Employment
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 _______________________________________
CHALLENGE CREDITS Government of the Northwest Territories Box 1320, Yellowknife, N.W.T. Canada X1A 2L9 (Page 2 of 2)
Education, Culture & Employment
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
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: ________%_
Appendix B – Student Records and Program Forms
2013-2014
Appendix B11 – Course Challenge Application for Diploma Examination Courses
2.3 Student Records
8.1.2 Guidelines
8.1.3 Procedures
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
CHALLENGE CREDITS Government of the Northwest Territories Box 1320, Yellowknife, N.W.T. Canada X1A 2L9 (Page 1 of 2)
Education, Culture & Employment
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 _______________________________________
CHALLENGE CREDITS Government of the Northwest Territories Box 1320, Yellowknife, N.W.T. Canada X1A 2L9 (Page 2 of 2)
Education, Culture & Employment
PRINCIPAL
I recommend that (name of student) (NWT Student I.D. or date of Birth)
be granted a course challenge for the Diploma Examination
and will write the above Diploma Examination at the next administration
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
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: ________%_
Appendix B – Student Records and Program Forms
2013-2014
Appendix B12 – High School Evaluation Report
2.3 Student Records
8.2.1 Document Requirements
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Education, Culture & Employment
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
Appendix B – Student Records and Program Forms
2013-2014
Appendix B13 – Educational Workplace Agreement
6.14.1 Documentation Requirements
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix B – Student Records and Program Forms
2013-2014
Appendix B14 – Locally Developed Course Application Form
6.10.1 Review of Existing Locally Developed Courses
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix C – Other Forms
2013-2014
C1 Loss or Claim Reporting General Information
C2 School Excursions 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
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix C – Other Forms
2013-2014
Appendix C1 – Loss or Claim Reporting General Information
2.10.1 General Reporting Guidelines
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix C – Other Forms
2013-2014
Appendix C2 – School Excursions Form
2.10.2 Insurance Forms
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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.
Appendix C – Other Forms
2013-2014
Appendix C3 – Standard Facilities Use Agreement
2.10.2 Insurance Forms
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix C – Other Forms
2013-2014
Appendix C4 – Drivers Abstract Consent Form
2.10.2 Insurance Forms
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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.
Appendix C – Other Forms
2013-2014
Appendix C5 – Threat Incident Report
2.10.3 Critical Incident Reporting
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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.
Appendix C – Other Forms
2013-2014
Appendix C6 – Liability Incident Report
2.10.3 Critical Incident Reporting
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
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.
Appendix C – Other Forms
2013-2014
Appendix C7 – Property Loss or Damage Report
2.10.3 Critical Incident Reporting
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix C – Other Forms
2013-2014
Appendix C8 – Vehicle Accident Report Form
2.10.3 Critical Incident Reporting
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Human Resources Manual - 001e - Government Vehicle Use
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
Last Revision: January 2007 Page 2 of 3
Human Resources Manual - 001e - Government Vehicle Use
Last Revision: January 2007 Page 3 of 3
PERSONS INVOLVED IN ACCIDENT Name (1) Phone Number
Address Injured/Passenger/Witness
Name (2) Phone Number
Address Injured/Passenger/Witness
Name (3) Phone Number
Address Injured/Passenger/Witness
Name (4) Phone Number
Address Injured/Passenger/Witness
Appendix C – Other Forms
2013-2014
Appendix C9 – Student Accident Claim Form
2.10.3 Critical Incident Reporting
6.14.4 Reporting Student Injuries
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Education, Culture & Employment
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
Appendix C – Other Forms
2013-2014
Appendix C10 – WSCC Employer’s Report of Injury
2.10.3 Critical Incident reporting
6.14.4 Reporting Student Injuries
6.15.4 Reporting Student Injuries
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix C – Other Forms
2013-2014
Appendix C11 – WSCC Worker’s Report of Injury
2.10.3 Critical Incident reporting
6.14.4 Reporting Student Injuries
6.15.4 Reporting Student Injuries
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix C – Other Forms
2013-2014
Appendix C12 – WSCC Employer’s Report of Fatal Injury
6.14.4 Reporting Student Injuries
6.15.4 Reporting Student Injuries
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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.
Appendix C – Other Forms
2013-2014
Appendix C13 – Education Council Renewal Information for Chartis Insurance
2.10.3 Critical Incident Reporting
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix C – Other Forms
2013-2014
Appendix C14 – Request for Exemption from Insurance Requirements
2.10.4 Request for Exemption from Insurance Requirements
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix C – Other Forms
2013-2014
Appendix C15 – Criminal Records Check
2.9 Criminal Records Check
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix D – Diploma Examination Forms
2013-2014
D1 Diploma Examination Registration Form
D2 Request for Exemption
D3 Request for Separate Writing Form
D4 Diploma Examination Rescore Application Form
D5 Accommodations for Special Exam Writing Needs
D6 Certificate of Illness
D7 Statement of Scribe, Reader, or Interpreter Form
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix D – Diploma Examination Forms
2013-2014
Appendix D1 – Diploma Examination Registration Form
2.3 Student Records
5.3.2 Eligibility to Write
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Education, Culture & Employment
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]
Appendix D – Diploma Examination Forms
2013-2014
Appendix D2 – Request for Exemption
2.3 Student Records
5.3.6 Missed Part A or B of Examination
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
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:
Appendix D – Diploma Examination Forms
2013-2014
Appendix D3 – Request for Separate Writing Form
2.3 Student Records
5.3.6 Missed Part A or B of Examination
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
August 2010
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
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:
Approved Denied Signature
Note: A Diploma Examination Registration Form must be submitted, prior to writing the missed part of an examination.
Appendix D – Diploma Examination Forms
2013-2014
Appendix D4 – Diploma Examination Rescore Application Form
2.3 Student Records
5.3.10 Rescoring an Examination
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Year Month Day SEX M–Male
F–Female TELEPHONE
(e.g., 95 Jul 20)
PERMANENT ADDRESS
Apt/Street/Ave/P.O. Box/Route
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
Appendix D – Diploma Examination Forms
2013-2014
Appendix D5 – Accommodations for Special Exam Writing Needs
2.3 Student Records
5.3.12 Special Accommodations
8.6 Diploma Examination Accomodations
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
August 2010
Application for Accommodations for Students with Special Diploma Examination Writing Needs
ALBERTA STUDENT NUMBER
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
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:
Approved Denied Signature
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:
Appendix D – Diploma Examination Forms
2013-2014
Appendix D6 – Certificate of Illness
2.3 Student Records
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
CERTIFICATE OF ILLNESS Government of the Northwest Territories Box 1320, Yellowknife, N.W.T. Canada X1A 2L9 (Page 1 of 2)
Education, Culture & Employment
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
I recommend that (name of student) (NWT Student I.D. or date of Birth)
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: SCHOOL CODE: PHONE NUMBER:
SCHOOL’S ADDRESS:
PRINCIPAL’S NAME (please print):
PRINCIPAL’S SIGNATURE: DATE:
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:
Appendix D – Diploma Examination Forms
2013-2014
Appendix D7 – Statement of Scribe, Reader, or Interpreter Form
2.3 Student Records
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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.
Appendix E – Forms for Teachers
2013-2014
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
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
Appendix E – Forms for Teachers
2013-2014
Appendix E1 – Application to renew 5 yr Standard Professional
10.1.2 Teaching Certificate Renewal
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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.
Appendix E – Forms for Teachers
2013-2014
Appendix E2 – Application to renew 5 yr Vocational, ALS, or Kindergarten
10.1.2 Teaching Certificate Renewal
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
P.O. Box 1320 Yellowknife, NT X1A 2L9
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)
REGULATIONS FOR AN ACT RESPECTING EDUCATION IN THE NWT
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.
Appendix E – Forms for Teachers
2013-2014
Appendix E3 – Salary Re-evaluation Application
10.1.3 Salary Re-evaluation
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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:
Registrar, Teacher Certification
Education, Operations and Development Government of the Northwest Territories
P.O. Box 1320 Yellowknife, NT X1A 2L9
Phone: (867) 873-7392 Fax: (867) 873-0338
APPLICATION FOR Salary Re-Evaluation
Appendix E – Forms for Teachers
2013-2014
Appendix E4 – Application for 5 yr Interim Standard Professional
10.1 Teacher Certification Requirements
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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)
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.
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.
Appendix E – Forms for Teachers
2013-2014
Appendix E5 – Application for 5 yr Interim Vocational, ALS, or Kindergarten
10.1 Teacher Certification Requirements
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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:
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 A VOCATIONAL, ABORIGINAL LANGUAGE OR KINDERGARTEN
SPECIALITY TEACHING CERTIFICATE (Valid for five years)
REGULATIONS FOR AN ACT RESPECTING EDUCATION IN THE NWT
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.
Appendix E – Forms for Teachers
2013-2014
Appendix E6 – Application Package - French
10.1 Teacher Certification Requirements
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix E – Forms for Teachers
2013-2014
Appendix E7 – Application for Interim Aboriginal Language
10.1 Teacher Certification Requirements
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
REGULATIONS FOR AN ACT RESPECTING EDUCATION IN THE NWT
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.
Appendix E – Forms for Teachers
2013-2014
Appendix E8 – Application for Interim Vocational
10.1 Teacher Certification Requirements
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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:
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 AN INTERIM VOCATIONAL
TEACHING CERTIFICATE
Appendix E – Forms for Teachers
2013-2014
Appendix E9 – Application Package
10.1 Teacher Certification Requirements
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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
Appendix E – Forms for Teachers
2013-2014
Appendix E10 – Principles for Salary Evaluations
10.1.4 Information for New Teachers
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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.
Appendix E – Forms for Teachers
2013-2014
Appendix E11 – Application for Diploma Examination Marking
10.2.1 Application Process
Revised: June 2013 NWT SCHOOL HANDBOOK
2013-2014
Revised: June. 2013 NWT SCHOOL HANDBOOK
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