Report Card Comments & Next StepsaSubjectLevelCommentNext Step

Learning Skills: ResponsibilityN/S sometimes/rarely demonstrates responsibility by submitting assignments on time and mnaging own behaviour.

{Name} works on tasks when asked but requires reminders to use the resources and tools available to help {him/her} learn (anchor charts and technology)It is important for to take responsibility for getting caught up on work {he/she} misses when {he/she} is absent.

{Name} is encouraged to develop self advocacy skills in order to become a more independent learner

G/E {Name} accepts responsibility for {his/her} behaviour and works to maintain {his/her} focus without getting distracted during independent work times.

{Name} not only completes and submits class work, homework, and assignments on time but puts in the effort to ensure that it is done to the best of {his/her} ability.

*N* demonstrates excellent responsibility by always submitting assignments on time and managing *2* own behaviour.*N* demonstrates good responsibility by consistently submitting assignments on time and managing *2* own behaviour with few reminders from the teacher.

Learning Skills: Independent WorkN/S(S) When working independently, *N* sometimes uses class time appropriately but *1* often needs the teacher to check-in and make sure *1* is on track. When prompted by the teacher, *N* can assess *2* own work by referring to learning goals and success criteria.

(N) When working independently, *N* rarely uses class time appropriately without direct teacher supervision. With assistance, *N* can assess *2* own work by referring to learning goals and success criteria. Although {Name} often starts {his/her} work promptly, {he/she} would sometimes benefit from asking for help to make the expectations and concepts a little clearer.

(Name) is encouraged to more consistently assesses (HIS/HER) own learning by referring to a unit or assignments success criteria.

G/E{Name} is an active and focused learner in various learning situations within the class (whole group, individual and small group), and requires little direction to begin work.

(E) When working independently, *N* uses class time appropriately and can complete tasks with minimal supervision. *4* attempts to begin every task before asking for help and *1* consistently assesses *2* own work by referring to learning goals and success criteria.

Learning Skills: InitiativeN/SAlthough {Name} has identified that {he/she} needs to improve {his/her} time management skills at home to make sure {his/her} work is completed on time and with care , {he/she} seems to lack the focus to follow through.

(S) *N* participates in some class activities and sometimes approaches new tasks with a positive attitude. On occasion, *4* takes on a new challenge or responsibility by volunteering for a classroom job or joining a school club or team. (N) *N* participates in few class activities and has difficulty approaching new tasks with a positive attitude. *4* rarely takes on a new challenge or responsibility by volunteering for a classroom job or joining a school club or team.

G/E{Name} show good persistence and is able to stick with a task to reach a realistic solution.(G) *N* participates in most class activities and usually approaches new tasks with a positive attitude. *4* often takes on new challenges and responsibilities by volunteering for classroom jobs and joining school clubs and teams. (E) *N* participates in all class activities and approaches new tasks with a positive attitude. *4* is always eager to take on new challenges and responsibilities by volunteering for classroom jobs and joining school clubs and teams.(The above would be edited to include specific jobs/clubs/teams.) {Name} is encouraged to seek out new opportunities in order to foster {his/her} self confidence.

{Name} is encouraged to seek out new opportunities in order to make connections in the school community and foster {his/her} self confidence.

(He/She) is encouraged to consider becoming more involved i n(his/ her) school community during second term by joining a club or team.

(Name) is encouraged to explore (his/her) potential for leadership by becoming more involved in (his/her) school community.

Learning Skills: OrganizationN/SAlthough {Name} appears organized, {his/her} assignments are often misplaced and class time is wasted because needed materials are not at hand or have been repeatedly left at home

(N) *N* has difficulty keeping *2* school supplies organized and often has to borrow materials from others or return to *2* locker to get *2* supplies. When prompted by the teacher, *4* uses *2* agenda to record homework and reminders. *4* often has to complete assignments at the last minute because *1* is still learning to independently manage *2* time..(S) *N* has difficulty keeping *2* school supplies organized and often has to borrow materials from others or return to *2* locker to get *2* supplies. When prompted by the teacher, *4* uses *2* agenda to record homework and reminders. *4* sometimes has to complete assignments at the last minute because *1* is still learning to independently manage *2* time. {Name} would greatly benefit from using organization tools such as agendas and google calendar more effectively.

G/E{Name} usually sets work priorities which enable {him/her} to manage {his/her} time effectively and achieve positive results in {his/her} work.

(E) *N* always keeps school supplies organized and comes to class with the materials *1* needs for each lesson. *4* independently uses *2* agenda to record homework and reminders. *4* never has to complete assignments at the last minute because *1* manages *2* own time and is prepared for deadlines.

(G) *N* usually keeps *2* school supplies organized and comes to class with the materials *1* needs. *4* often uses *2* agenda to record homework and reminders. *4* rarely has to complete assignments at the last minute because *1* manages *2* own time and is prepared for deadlines.

Learning Skills: CollaborationN/S{Name} collaborates well with others but prefers to work with {his/her} peers. {He/She} is encouraged to work with differnt peers in the classroom.

When working with others, *N* occasionally has a positive attitude, listens to differing opinions and completes a fair share of the work. *4* sometimes volunteers to share what *1* knows and help *2* classmates.

G/E{Name} listens to and acknowledges the opinions of others, even if these ideas differ from {his/her} own. At the same time, {he/she} is able to have {his/her} own opinion and express it clearly and respectfully.

{Name} has demonstrated strong leadership potential in the way that {he/she} effectively interacts with {his/her} peers and teachers. {He/She} goes out of {his/her} way to help others and to accept {his/her} peers.

When working with others, *N* usually has a positive attitude, listens to and considers differing opinions, and completes a fair share of the work. *4* often volunteers to share what *1* knows and help *2* classmates.

Learning Skills: Self-RegulationN/SAlthough {Name} listens to teacher feedback on ways to make improvements to {his/her} work, {he/she} does not always make the best use of the suggestions.

G/E{Name} asks for feedback to improve {his/her} work and {he/she} is working on applying it more frequently to make improvements to {his/her} work.

{Name} uses feedback from {his/her} teachers and peers to make improvements in future assignments. {He/She} is able to identify areas of strength and need in {his/her} own work and {he/she} looks for guidance when {he/she} is unsure of instructions or new concepts.{Name} is encouraged to further consolidate {his/her} learning by taking a more active role in whole class discussions. {He/She} has occasionally come for extra help in {subject} and is encouraged to continue to ask for clarification when {he/she} does not understand the directions for an assignment or the meaning of new content.

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(Name) is encouraged to more consistently use success criteria and feedback from (his/her) teachers to assess (his/her) own work and then make improvements with the intention of exceeding expectations.

(Name) is encouraged to always use success criteria and feedback from(his/her) teachers and peers to improve the quality of(his/her) work.

RELIGION:7{Name} understands that the Bible is the story of the Christian community and its relationship with God. {He/She} can distinguish, evaluate and describe examples of authority that assist decision making in daily living. {He/She} is able to describe examples of God's presence in our lives and makes connections to {his/her} faith history.{Name} has explored the ways the creation story can help {him/her} understand {his/her} own creativity and examine environmental issues in light of God's plan. {He/She} considers the wonder of creation and the ways in which God invites us to participate. {He/She} demonstrates a good understanding of the ways to respect God's gift of individuality and uniqueness through respectful participation in class discussions.

Language: General1X is performing well in some areas of school while others still require further attention. He continues to enjoy reading a variety of materials during silent reading. X accepts responsibility on most occasions for class work and assignments however further attention to detail is required in order to achieve more. X began to show great attention to detail when he completed the newspaper project. Improvements could be made in part by being more attentive towards his organizational skills (example: keeping notes neat and in place), as well as the regular use of a planner to record due dates and other important expectations. I encourage X to use his time effectively in class as this would provide him with an opportunity to ask questions for clarification when necessary as well as a chance to receive assistance. Class time for assignments should be respected and used properly by staying focused and on task. X has opportunity for greater success this year if he can set goals for himself that are challenging, yet attainable. I believe X can take the necessary steps that will lead to his success in the classroom!

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Language: Reading1Progress: *N* read a variety of texts and was able to respond to the ideas using connections

2{Name} is encouraged to read a variety of texts whilepausing often to check {his/her} understanding

3{Name} generally makes meaningful connections within and between various contexts and extends understanding by connecting texts to {himself/herself}, the world, {his/her} faith and other texts. {Name} is encouraged to apply the readingcomprehension strategies we have studied in classwhile reading independently.

{He/She} is encouraged to pay attention to {his/her} reading process and notice when {he/she} is losing focus or when comprehension is breaking down so {he/she} can use a strategy to help overcome the difficulty.

4{Name} makes meaningful connections within and between various contexts and confidently extends understanding by connecting texts to {himself/herself}, the world, {his/her} faith and other texts.

{He/She} is encouraged to continue to pay attention to {his/her} reading process and notice when {he/she} is losing focus or when comprehension is breaking down so {he/she} can use a strategy to help overcome the difficulty.

Language: Writing1

2 When writing {Name} should use more vivid language to have a greater impact on the reader. {Name} would benefit from focussing on the pre-planning steps of the writing process in order to better organize {his/her} thoughts and ideas. {Name} should show an understanding of {his/her} intended audience by choosing the most appropriate vocabulary, style, and format to relate to that audience.

3{His/Her} novel was generally well organized, and the details created an experience the reader could visualize. At times, the plot seemed to be undeveloped and left the reader with too many questions about characters or events. Most of the sentences were connected and transitions moved the story along. {He/She} used several specific words that described what was happening in the story and why. {He/She} used different types of sentences and showed general knowledge of spelling, capitalization, punctuation and grammar.

{He/She} may find it useful to use and follow a graphic organizer for plot and consider adding more details to {his/her} writing.{He/She} is encouraged to include more descriptive words and phrases to make the story come alive.{Name} is encouraged to proofread and edit for both ideas and writing errors before submitting work to be evaluated.

4{Names} writing assignments were well organized, and included details that created an experience the reader could easily visualize. The sentences were connected and meaningful transitions moved the story along. {He/She} included descriptive words and phrases that made the story come alive. {He/She} used specific words that described exactly what was happening in the story and why. {He/She} used different types of sentences and showed good knowledge of spelling, capitalization, punctuation and grammar.

{His/Her} writing shows a growing understanding of developing ideas, word choice, organization, sentence fluency and voice.

{He/She} adjusts {his/her}writing to suit different audiences and purposes.

{His/Her} writing shows a growing understanding of developing ideas, word choice, organization, sentence fluency and voice. As {he/she} writes more, {he/she} will become even more confident in these writing traits. {He/She} adjusts {his/her} writing to suit different audiences and purposes.

As {he/she} writes more, {he/she} will become even more confident in these writing traits.

{He/She} will continue to benefit from feedback received during the writing process but needs to be more diligent in using that feedback in future work.

{He/She} will continue to benefit from feedback received during the writing process but needs to be more diligent in using that feedback in future work.

Language: Oral Communication1

2 During group discussions, {Name} should consider and respond to the ideas and opinions of others.

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4{Name} generally participates well in group discussions and considers the opinions of others.

{Name} is encouraged to use the graphic organizers provided to arrange {his/her} ideas effectively and prepare for {his/her} writing.{Name} would benefit from stepping outside of {his/her} comfort zone and reading increasingly challenging texts as well as texts outside of {his/her} usually chosen genre.{Name} is encouraged to begin to introduce more complex sentences and more expressive language into {his/her} writing.{Name} is encouraged to continue to think critically about all types of media.{Name} is encouraged to take the time to brainstorm ideas before writing.{Name} is encouraged to respond positively to ideas expressed by others during class and small group discussions.{Name} is encouraged to ask questions and write down key ideas when reading.{Name} is encouraged to practise different reading strategies when reading independently to ensure comprehension and understanding.

Language: Media Literacy1

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4{He/She} effectively shows an understanding of the presentation and treatment of ideas in media texts.

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Math: General1While Name chooses appropriate strategies to solve problems, he has difficulty executing them. He demonstrates an imprecise understanding of concepts and application of mathematical procedures. He rarely explains reasoning using appropriate terminology and uses some of the required concepts and skills with a very limited understanding. He usually requires assistance when asked to solve and explain multi-step problems. He is encouraged to listen attentively to the entire lesson, review concepts often, and practice new skills nightly. *N* is encouraged to justify *2* reasoning when communicating *2* thinking. *N* needs to take advantage of small group discussions to express *7* and clarify *2* thinking, before communicating *2* solution and understanding of a problem independently. *N* is encouraged to persevere when connecting a mathematical idea to a real-world problem-solving situation. {Name} is encouraged to reread each problem and identify the most important aspects to consider before beginning {his/her} solution. {He/She} is encouraged to continue to work on problem solving skills by drawing pictures and creating tables and charts. {Name} is encouraged to continue to use estimation to check if {his/her} answer is reasonable. When approaching a new learning activity, {Name} is encouraged to make connections between new and prior knowledge to make sense of what {he/she} is learning. ________ is encouraged to apply her mathematical skills in a variety of diff erent situations. ________ is encouraged to use the appropriate mathematical vocabulary in both written and oral tasks. ________ is encouraged to make connections between mathematical concepts and procedures, and relate mathematical ideas to real life situations in other curriculum areas, daily life and sports.

As a next step, {Name} is encouraged to use correct mathematical language and vocabulary in {his/her} explanations.

Use of a concepts book would help consolidate terms, formulae and strategies and is strongly encouraged.

{Name} is encouraged to demonstrate {his/her} learning and {his/her} thinking by thoroughly and completely communicating {his/her} answer, which includes showing {his/her} work and supporting {his/her} work by explaining the answer.As a next step, {Name} is encouraged to use estimation when solving problems to ensure the solution makes sense.

*N* is encouraged to demonstrate *2* learning and thinking by thoroughly communicating *2* answer, which includes explaining the steps *1* took to solve the problem and providing a detailed justification.

2 *N* is encouraged to apply a variety of problem-solving strategies in different contexts. *N* is encouraged to make connections between real life situations and math concepts. *N* is encouraged to clarify *2* thinking, before communicating *2* solution and understanding of a problem independently.

3 *N* is encouraged to use a variety of tools & strategies (concrete materials, pictures, drawings, symbols) to represent mathematical concepts. *N* is encouraged to use efficient strategies and make connections beyond the classroom. *N* is encouraged to use greater detail when communicating strategies and solutions in problem solving situations.

4 *N* is encouraged to evaluate and reflect upon the effectiveness of applied strategies. Consider using a variety of alternate strategies when solving problems in order to analyze their effectiveness. *N* is encouraged to use estimation strategies to check the reasonableness of *2* answers. is encouraged to continue to use estimation skills to ensure logical solutions/reasonable answers. is encouraged to continue to develop, select and apply problem-solving strategies as s/he poses and solves problems, to help deepen his/her mathematical thinking. should continue to use a problem solving model to explain his/her mathematical reasoning and thinking. is encouraged to maintain the high standards he/she has set for him/herself in all strands of mathematics is encouraged to find new applications of mathematics in everyday life.

Math: Number Sense1 *N* is encouraged to practice to improve recall of basic facts in addition and subtraction of two digit numbers. *N* is encouraged to practice multiplication strategies such as the use of open arrays and to learn the basic multiplication facts in order to avoid getting bogged down & becoming frustrated when solving a problem.

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Math: Measurement1

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4{Name} can read a problem and use the information to decide if {he/she} needs to find the surface area or volume of a cylinder. {His/Her} answers are consistently well detailed with proper steps and include correct units of measure. (Grade 8)

Math: Patterning and Algebra1

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3{Name} translates mathematical statements into expressions and equations. {He/She} is developing a good understanding of the skills involved in solving equations (i.e. inspection, balance model), and is working on writing the necessary steps appropriately. (Grade 8)

4{Name} uses a variety of tools (i.e. graphs, table of values, cubes) to represent the terms of linear growing patterns. {He/She} can identify the parts of the pattern that remain the same (the constant) and the parts that change (multiplier). {Name} effectively finds and extends patterns in a table of values and uses that information to solve multi-step problems. (Grade 7)

Math: Geometry and Spatial Sense1

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Math: Data Management and Probability1

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Core French1

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Science: General1

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Science: Gr. 61

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Science: Gr. 71With assistance, *N* is beginning to investigate the properties and characteristics of pure substances and mixtures. *5* written and oral communication of class investigations lack detail and clarity. *4* struggles to demonstrate *2* understanding of the particle theory. *N* should review *2* notes regularly and ask for assistance to clarify concepts. Through participation in classroom discussions and inquiries, *1* demonstrates some understanding of structures and the forces that act on them and is able to analyze the factors that need to be considered when designing and building structures. *N* is encouraged to ask questions that demonstrate curiosity about the world around *6*.

With very limited success, {Name} was able to demonstrate some understanding of the relationship between the effectiveness of structural forms and the forces that act on and within them. {He/She} was somewhat able to assess the benefits of technologies that reduce heat loss or heat-related impacts on the environment.

{He/She} is encouraged to continue to put science concepts into real-life contexts and use all the information available to {him/her} and communicate clearly in both {his/her} writing and {his/her} oral work to give complete explanations using science vocabulary. {Name} is encouraged to put more effort into studying concepts and the completion of assignments.

2With assistance, *N* is able to investigate the properties and characteristics of pure substances and mixtures. *5* written and oral communication of class investigations lack detail and clarity. *4* struggles to demonstrate *2* understanding of the particle theory. *N* should review *2* notes regularly and ask for assistance to clarify concepts. Through participation in classroom discussions and inquiries, *1* demonstrates some understanding of structures and the forces that act on them and is able to analyze the factors that need to be considered when designing and building structures. *N* is encouraged to ask questions that demonstrate curiosity about the world around *6*.

3*N* uses logic to investigate the properties and characteristics of pure substances and mixtures. *4* is able to communicate the results of *2* investigations with clarity and precision. *N* should continue to use experimentation skills to investigate scientific concepts. Through participation in classroom discussions and inquiries, *1* demonstrates considerable understanding of structures and the forces that act on them and is able to analyze the factors that need to be considered when designing and building structures. *N* should continue to ask questions that demonstrate curiosity about the world around *6*. Through the use of the classroom D2L website, working with a partner, and class discussions {Name} with good ability explains the roles of producers, consumers and decomposers within an ecosystem. By participating in the school wide recycling presentation and through {his/her} independent research, {Name} with good ability proposed realistic recommendations for the future of recycling in Ontario. {Name} is encouraged to continue to be a strong steward of the environment and begin to consistently implement the 3Rs into {his/her} daily life.

4*N* uses critical thinking skills to investigate the properties and characteristics of pure substances and mixtures. With confidence,*1* is able to communicate the results of *2*investigations with clarity and precision. *N*should continue to use experimentation skills to investigate scientific concepts. Through participation in classroom discussions and inquiries, *1* demonstrates a thorough understanding of structures and the forces that act on them and is able to analyze the factors that need to be considered when designing and building structures. *N* should continue to ask questions that demonstrate curiosity about the world around *6*.

{Name} successfully demonstrated an understanding of the characteristics of mechanical mixtures and solutions and the world's biomes and ecosystems. {He/She} has demonstrated understanding that biotic and abiotic factors interact to form ecosystems, and that human technology affects those ecosystems.

{He/She} is able to describe these characteristics but is encouraged to use correct science and technological terminology when answering questions.

Science: Gr. 81With assistance, *N* is beginning to investigate the basic structures of plant and animal cells. *5* written and oral communication of class investigations lack detail and clarity. *4 struggles to demonstrate understanding of the functions and processes of plant and animal cells. *N* should review *2* notes regularly and ask for assistance to clarify concepts. Through participation in classroom discussions and inquiries, *1* demonstrates some understanding of physical and social systems and assesses the personal, social and environmental impacts of a system. *N* is encouraged to ask questions that demonstrate curiosity about the world around *6* *4* should ask questions of the teacher when completing assignments if the material presents new ideas or there are misunderstandings in the results. *N* is encouraged to continue to hone *2* woodworking skills under the direct supervision of a knowledgeable adult.

2With assistance, *N* is able to investigate the basic structures of plant and animal cells.. *5* written and oral communication of class investigations lack detail and clarity. *4* struggles to demonstrate understanding of the functions and processes of plant and animal cells. *N* should review *2* notes regularly and ask for assistance to clarify concepts. Through participation in classroom discussions and inquiries, *1* demonstrates some understanding of physical and social systems and assesses the personal, social and environmental impacts of a system. *N* is encouraged to ask questions that demonstrate curiosity about the world around *6*. *4* is encouraged to use magazine articles and non-fiction books to practice the note-taking strategies learned this term.

3*N* uses logic to investigate the basic structures of plant and animal cells.*4* is able to communicate the results of *2* investigations with clarity and precision. *N* should continue to use experimentation skills to investigate scientific concepts. Through participation in classroom discussions and inquiries, *1* demonstrates considerable understanding of physical and social systems and assesses the personal, social and environmental impacts of a system. *N* should continue to ask questions that demonstrate curiosity about the world around *6*. *N* is encouraged to ask *7* questions such as, How could I design an experiment to explain this? when *1* comes across a discrepant event.

4*N* uses critical thinking skills to investigate the basic structures of plant and animal cells.. With confidence,*1* is able to communicate the results of *2* investigations with clarity and precision. *N*should continue to use experimentation skills to investigate scientific concepts. Through participation in classroom discussions and inquiries, *1* demonstrates a thorough understanding of physical and social systems and assesses the personal, social and environmental impacts of a system. *N* should continue to ask questions that demonstrate curiosity about the world around *6*.

In our science unit about cells, ~name learned that cells are the basis of life. He demonstrated thorough understanding of why some organelles, such as chloroplasts, are found only in plant cells, as well as how different organ systems work together to react to stimuli and move the human body. When investigating systems, ~name learned that mechanical systems are designed to make work easier. He was able to calculate force and work, and explained how the strength of a planets gravitational field affects a persons weight and mass. He should review how a screw and a ramp are similar simple machines. *N* should continue to use *2* knowledge of the scientific method and the design process to solve everyday problems.

Social Studies: Gr. 61As a next step, when completing research, {Name} is encouraged to completely list each website and book that is used as a resource.

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History: General1 needs to study the vocabulary for this unit. is encouraged to use a variety of research tools such as books, videos and Internet sites to gather information Think critically about how the past affects the future. is encouraged to write thoughtful responses while making and explaining connections to historical events.

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History: Gr. 71

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3In History this term, NAME completed an inquiry project on life in the French colonies. HIS/HER presentation demonstrated a good understanding of the life of a INSERT in New France. NAME also created a comic about INSERT and effectively explained and reflected on the significance of HIS/HER actions. *N* is encouraged to try to make more specific connections between what *1* learns in history and what our lives are like today.

*N* is encouraged to reflect further on the impact of events in Canadian history from multiple perspectives.

*N* is encouraged to reflect in more detail on the significance of the events and individuals *1* researches in second term.

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History: Gr. 81CONFEDERATION: Name is encouraged to review key factors that led to confederation and how they relate to the current political climate in Canada

CANADA: A CHANGING SOCIETY: demonstrates some ability to describe key characteristics of Canada between 1885 and 1914. He/she needs to explore the roles and contributions of various people and groups and their influences that shaped modern day Canada.

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Geography: General1 is encouraged to support explanations with information derived from class notes and discussions. should make connections between concepts and real life situations. is encouraged to contribute to group investigations and discussions by sharing related ideas. is encouraged to continue to refine research skills to locate information effectively. When researching information {he/she} needs to use a variety of sources, such as, print materials and internet sites to ignite curiosity and develop relevant questions. GEOGRAPHY: *N* is experiencing difficulty understanding concepts taught in grade 7 geography, and should revise at home on a regular basis to ensure that readings and important vocabulary covered in class are understood or seek extra support when necessary.

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Geography: Gr. 71*N* consistently demonstrates an understanding of significant patterns in Earths physical features and of some natural processes and human activities that create and change those features. *4* consistently uses the geographic inquiry (research) process to investigate issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective. *N* consistently analyses aspects of extraction/harvesting, and use of natural resources in different regions of the world, and assesses ways of preserving these resources.

GEOGRAPHY: *N* is experiencing difficulty understanding concepts taught in grade 7 geography, and should revise at home on a regular basis to ensure that readings and important vocabulary covered in class are understood or seek extra support when necessary.

2General comment:In Geography, {Name} explored opportunities and challenges presented by the physical environment and the ways in which people around the world have responded to them during {his/her} research project on _________. {Name} then demonstrated understanding of the uses of Canadas natural resources and how they have contributed to Canadas economic development during {his/her} research project on ____. {Name} should try creating a link between {his/her} research and any graphs and maps included in his/her project in order to prove his/her understanding of the subject.

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Geography: Gr. 81

2He needs to review the meaning of the term appropriate technology as it pertains to developing nations.

3In geography, the first topic of study was patterns in human geography. ~name was able to explain why appropriate technology has become important for improving peoples lives in developing nations. He accurately described how technology, environment, migration, and history, affect population. Our second unit focused on world economic patterns. In his research project about ______, ~name explained how the four types of resources (labour, land, capital, and enterprise), are used within the country. He described the primary, secondary, and tertiary industries of the country, and included many maps, photographs, and charts to support his conclusions.

4In geography, the first topic of study was patterns in human geography. ~name was able to explain the important differences between urban and rural settlements. In detail, she explained how appropriate technology has become increasingly important in the lives of people in developing nations, by being eco-friendly, easily operable, and improving transportation and agriculture. Our second unit focused on world economic patterns. In her research project about the economy of ________, ~name made insightful observations and conclusions about challenges facing the country, such as the AIDS epidemic and inequities in education.

Health1 {Name} is encouraged to continue determining ways to stay healthy and continue to learn how the media influences those choices. {Name} is encouraged to continue to create and demonstrate {his/her} refusal strategies so that {he/she} can avoid peer pressure. When running longer distances, {Name} is encouraged to start slowly and pace {himself/herself} in order to be able to finish the distance. When participating in team activities, {Name} is encouraged to pass the ball more frequently so that all {his/her} team mates can actively participate.

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Phys. Ed.1

2A focus for this term has been active participation, sportsmanship and skill building through coooperative sports, volleyball and basketball.*N* is encouraged to always be prepared for gym class by remembering to bring proper gym attire and to participate more enthusiastically in the class physical activities.

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4A focus for this term has been active participation, sportsmanship and skill building through coooperative sports, volleyball and basketball. *N* always participates enthusiastically in the class physical activities. *1* is encouraged to continue to always give *2* best effort.

Dance1

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3{Name} was successfully able to apply the creative process to the choreography and performance of a short dance piece to reflect a theme from our class novel, The Outsiders by S.E. Hinton. {He/She} showed an understanding of appropriate terminology to critique a ballroom dance routine.{He/She} is encouraged to continue to demonstrate an awareness of {his/her} audience.

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3*N* sometimes applies the creative process to communicate feelings and ideas through drama. *1* uses drama to explore parenting role to portray the story of Moses. *4* is encourage to use a greater variety of drama techniques and conventions to express *2* feelings and ideas.{He/She} is encouraged to apply the creative process more fully when responding to dramatic works.

4*N* applies the creative process to communicate feelings and ideas through drama. *1* uses drama to explore parenting role to portray the story of Moses. *4* should continue to work with others, while in or out of role, to plan and shape the direction of the drama.

{Name} successfully applied the critical analysis process to communicate ideas, and understanding in response to a variety of works and experiences. {He/She} constructed personal interpretations to write in role about an environmental issue, first from the point of view of an audience member and then from the point of view of an animal whose habitat is threatened.

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Visual Arts1*N* has demonstrated a limited ability to apply the elements of design, using a variety of techniques, to create artwork to express messages, and ideas about *7*self and the world *1* lives in.

2*N* inconsistently demonstrates an ability to apply the elements of design, using a variety of techniques, to create artwork to express messages, and ideas about *7*self and the world *1* lives in.

3Using the elements and principles of design, and a variety of techniques, ~ name creates art to express feelings, messages, and ideas for specific audiences and purposes. This was evident in his**********. ~name is encouraged to ask for feedback from his peers before making changes to his artwork.

*N* capably applies the elements of design, using a variety of techniques, to create artwork to express messages, and ideas about *7*self and the world *1* lives in.

4*N* skillfully applies the elements of design, using a variety of techniques, to create artwork to express messages, and ideas about *7*self and the world *1* lives in.

{Name} successfully identified techniques such as colour, line, brushstroke and texture when examining the works of various artists (Van Gogh, Millet, and Monet). {He/She} is encouraged to take {his/her} time when completing assignments and let {his/her} creativity shine through.

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