Havergal College Course Calendar, 2017-18 Academic Year

Learning Skills and Work Habits Include:

Learning Skills and Work Habits: C – Consistent : Skill is consistently present, well-established and independent. U – Usually: Skill is usually present and established but student may need reminders or practice S – Sometimes: Skill is sometimes present but student needs support from others

N – Not Yet: Skill is not yet established and rarely demonstrate Responsibility: Fulfills responsibilities and commitments within the learning environment • Arrives to class on time • Takes responsibility for and manages own behaviour • Follows classroom procedures with minimal prompting • Completes and submits class work, homework and assignments on time • Catches up on missed work Independent Work: Independently monitors, assesses and revises plans to complete tasks and meet goals • Stays focused and engaged on tasks • Follows instructions and expectations • Works without disturbing others or requiring redirection or support • Uses class time appropriately to complete tasks and assignments Initiative: Demonstrates curiosity and interest in learning and a willingness to extend their learning and that of others • Approaches new ideas, situations and academic tasks with a positive attitude • Initiate or extends discussions and shares relevant experiences • Demonstrates a willingness to take a different approach or adopt a different perspective • Motivated to complete a task 4. Performance Standards—The Achievement Chart Assessment and evaluation will be based on both the content standards (overall and specific curricular expectations) and performance standards (achievement chart). Teachers ensure that student learning is assessed and evaluated in a balanced manner with respect to the four categories of knowledge and skills (knowledge and understanding, thinking, communication, and application) (p 17) . 5. Assessment for Learning and as Learning Assessment is the process of gathering information that accurately reflects the extent to which a student is able to understand the curriculum expectations. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning.”

Organization: Plans and organizes time, materials and equipment to accomplish tasks and achieve goals • Comes to class prepared for learning with appropriate materials • Establishes priorities and manages time • Identifies, gathers, evaluates and uses appropriate resources and materials to complete tasks Collaboration: Learning with others to achieve a group goal and complete projects • Approaches the opportunity to work and learn from others in a positive manner • Accepts various classroom roles and responsibilities • Takes on an equitable share of any group work • Accommodate others’ needs, adapts and encourages multiple styles Self-Regulation: Sets and monitors progress towards individual goals • Accurately identifies relevant, achievable goals • Reflects critically upon progress and makes adjustments as needed • Enlists social resources (peers, teachers, parents, community) to acquire clarification, feedback or assistance when needed • Perseveres and makes an effort when responding to challenges In Assessment for Learning , assessment evidence is used by the teacher to decide how to adjust teaching and learning activities. The teacher uses the evidence to determine where students are in their learning, where they need to go and how best to help the student get there by providing descriptive feedback and coaching for improvement. In Assessment as Learning , assessment evidence is used by students to improve their own learning through reflection and specific goal setting. Students use the evidence to adjust their own learning and set their own goals. Teachers obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self- assessments, self-reflections, essays and tests (p 29) .

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