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St. Peter’s Junior High
CURRICULUM NIGHT
For
Parents/Guardians
2012-2013
This package has been prepared to help you, the parents/guardians, as you guide your
children throughout this year. We have attempted to incorporate as many practical ideas as
possible. Hopefully, both your child and you will reap the benefits.
Grade 7, 8, 9
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Mathematics (Intermediate)
7-9 Course Description: The following is an overview of the curriculum this year.
Grade 7 Math Grade 8 Math Grade 9 Math
Unit 1: Patterns and
Relations
Unit 1: Square Roots and
Pythagorean Theorem
Unit 1: Square Roots and
Surface Area
Unit 2: Integers Unit 2: Integers Unit 2: Powers and Exponent
Laws
Unit 3: Fractions, Decimals
and Percents
Unit 3: Operations with
Fractions
Unit 3: Rational Numbers
Unit 4: Circles and Area Unit 4: Measuring Prisms
and Cylinders
Unit 4: Linear Relations
Unit 5: Operations with
Fractions
Unit 5: Percent, Ratio, and
Rate
Unit 5: Polynomials
Unit 6: Equations Unit 6: Linear Equations and
Graphing
Unit 6: Linear Equations and
Inequalities
Unit 7: Data Analysis Unit 7: Data Analysis and
Probability
Unit 7: Similarity and
Transformations
Unit 8: Geometry
Unit 8: Geometry Unit 8: Circle Geometry
Unit 9 Probability and
Statistics
Course Evaluation: Below is a summary of how students will be evaluated.
30% → Unit Tests
10% → Quizzes
10% → Project ✳ There will be two projects.
30% → Performance Assessment ✳ Including in-class assignments, journal,
entrance cards, homework checks, etc.
20% → Final Exam ✳ Exam covers all units from September to June.
Materials Needed:
❒ Textbook: Math Makes Sense. Bring your textbook to every class.
❒ Students are expected to have an ample supply of loose-leaf and notebook .
❒ Students are advised to use a pencil when completing assigned work and
to use a pen when correcting their work.
❒ Duotang (teacher will let you know when it is needed).
❒ Have a big binder ( 2 or 3 inch) to store your work at home.
❒ Bring a small binder to class every day for notes, etc.
❒ Calculator-(should be with students at all times) Directions will be given
when students are permitted to use them.
❒ Graph Paper (students will be given advanced notice on when to bring
this to class).
❒ Geometry Set (students will be given advanced notice on when to bring
this to class).
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Student Organization Keep yourself organized!
✓ A new page should start each lesson and is to be labeled at the top with
the topic and date.
✓ Handouts should be placed in your binder and labeled with the date.
Students are required to show their homework to the teacher after it has been corrected in
class. If a homework question is incorrect, students should indicate this with a ✗ and redo
the problem with the correct answer and appropriate workings.
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English Language Arts: (Intermediate)
Grades 7-9
Resources:
GRADE 7 GRADE 8 GRADE 9
Nelson Literacy 7 (New
2010)
Nelson Literacy 8 (New
2011)
Nelson Literacy
Nelson Literacy
Homegrown text
Nelson Literacy 8
Homegrown text
Nelson Literacy
Homegrown textbook
2 In-Depth Novel Studies 2 In-Depth Novel Studies Romeo and Juliet
1 - 2 Read Aloud Novel(s) 1 – 2 Read Aloud Novel(s) 2 In-Depth Novel Studies
Independently Read Novels Independently Read Novels 1 Read Aloud Novel &
Independently Read Novels
Evaluation Descriptors: Grades 7 & 8 Grade 9
Journal writing 10% 10%
Process Writing 15% (5% each piece) 10% (5% each piece)
Research 10% 10% (Research Paper)
Public Speaking 5% (Speech) 5%
Presentations 5% (Impromptu speaking, Book Talks, etc.) 5%
Listening 5% 5%
Shakespearean Study *Grade 9 Only 10%
Unit Tests 15% (5% each test) 15%
Demand Writing 5% ---
In-Depth Novel Studies 10% 10%
Final Exam 20% 20% (10% CRT + 10% District common exam)
Organization:
Students will be expected to organize their work using a binder, with separate sections for
class work (loose leaf or exercise book), process writing (loose leaf), and handouts.
1 duo tang folder (loose leaf) for journal writing.
Pencils, pens (blue), and colouring pencils are required for this course.
Access to a dictionary and a thesaurus at home. Online versions are acceptable.
Expectations:
All students must come to each class prepared with the required materials. These include
a textbook/ novel, binder, duo tang, and pen(cil)s.
Assignments must be submitted on time and completed fully. Refer to evaluation policy.
Use of electronics is not permitted during class time. Refer to electronics policy.
Respect for self and others are essential.
Participation and preparedness are the keys to success.
Check work daily.
Plagiarism is unacceptable.
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Social Studies Curriculum Guide
7-9
Assessment and Evaluation Plan for Social Studies Grades 7and 8:
Performance Assessment 60%
Tests/Quizzes: 40%
Assessment and Evaluation Plan for Social Studies Grade 9:
Performance Assessment 50%
Tests/Quizzes 40%
Common Final Assessment 10%
Grade Seven
Changing Your World:
Investigating Empowerment
Grade Eight
Voyage to Discovery
A History of Newfoundland
and Labrador 1800-present
Grade Nine
Canadian Identity
Unit I Changing your World
Chapter 1 Empowerment
September
Unit I Discovering and
Appreciating History
Chapter 1 History and the
Historian
Unit I Exploring Canadian
Identity
An Introduction to Canadian
Identity
Unit II Economic
Empowerment
Distribution of Wealth
Chapter 2 Economies in
History
Chapter 3 Economic Security
Chapter 4 Preparing for the
future
Unit II Where Once they
Stood
Chapter 2 The People who
lived Here
Chapter 3 Making a living in
the 19th
Century
Chapter 4 How the People
were Governed
Chapter 5 Lifestyles in the 19th
Century
Unit II Geographic Influences
on Canadian Identity
Chapter 2 Physical Landscape
Chapter 3 Canada’s People
Chapter 4 Migration: People
on the Move
Unit III Political
Empowerment
Toward Confederation
Chapter 5 Life in BNA
Chapter 6 Listening to the
people
Chapter 7 Confederation
Unit III Storm Gusts thy Shore
Chapter 6 The First World
War
Chapter 7 The Interwar Years
Chapter 8 The Second World
War
Heritage Fair
Unit III Canada Comes of Age
Chapter 5 Prosperity and
Depression
Chapter 6 Canada at War
Chapter 7 The Home Front
Unit IV Cultural
Empowerment
Chapter 8 A Growing Nation
Chapter 9 Struggling to
survive
Unit IV We are thy Sons and
Daughters
Chapter 9 Moving Towards
Confederation
Chapter 10 A Canadian
Province: Modernization and
Social Change
Unit IV Decades of Change
Chapter 8 Canada in the
World
Chapter 9 Post- War
technology
Chapter 10 Changing times
Chapter 11 Globalization
Unit V Societal Empowerment
Chapter 13 Women and Social
Reform
Independent Project
Unit V Citizenship and
Identity
Chapter 12 What is
citizenship?
Chapter 13 Evolution of
Citizenship
Chapter 14 Can. Government
Unit VI National
Empowerment
Chapter 15 The First World
War
Unit VI An Evolving Identity
Chapter 15 Changing Political
Relationships
Chapter 16 A Changing
Society
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Science (Intermediate)
7-9
Grade 7 Grade 8 Grade 9
Interactions Within
Ecosystems
Water Systems on Earth Space Exploration
Heat Fluids Atoms, Elements &
Compounds
Mixtures and Solutions
Optics Characteristics of Electricity
Earth’s Crust Cells, Tissues, Organs &
Systems
Reproduction
Assessment and Evaluation:
Cumulative Unit Tests 30%
Quizzes 10%
Performance Assessment 40%
{Labs (15%), Case Studies/ Literacy (10%), Assignments (15%)}
Performance Assessment Project 10%
Scientific Literacy Assessment 10%
*The Scientific Literacy Assessment is given with the Unit 4 test during the June exam period.
Science Department Web site
sites.google.com/site/mrsjanessciencepage
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LFI Français Tardif (Intermediate)
7-9 Course Description
7 Français 8 Français 9 Français
Unité 1:Bienvenue à l'école Unité 1:Bienvenue à l'école Unité 1:Bienvenue à l'école
Unité 2: Le Respect et les drames Unité 2: Une Question d’équité
Étude du Roman
Unité 2: Le texte informatif
Unité 3: L'Art Oratoire Unité 3: L'Art Oratoire Unité 3: Le texte narratif
Unité 4: La Publicité et les
activités
Unité 4: L’art de l’image Unité 4: Le tour du monde en 80
jours
Unité 5: Les histoires et les
opinions
Unité 5: De la terre à l’univers Unité 5: Roman #1
Unité 6: Êtude du Roman Unité 6: Des divertissements sur
mesure
Unité 6: Le texte persuasif/incitatif
Unité 7: Le texted'opinion/argumentatif
Unité 8: La poésie
Unité 9: Roman #2
Course Evaluation
Including Final Examination
25% Oral Comprehension
25% Oral Production
25% Written Comprehension
25% Written Production
Expectations
French Immersion students:
· are expected to work & communicate in the French language with their peers &
teachers.
· should have their own pocket French-English dictionary. Collins or La Rousse are
recommended.
· Should have a verb conjugation book. Besherelle 1 is recommended.
· Should have a D-Ring binder to organize worksheets.
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Core French (Intermediate)
7-9
Course Description
7 Core French 8 Core French 9 Core French
Unit 1: L’école Unit 1: L’école
Unit 1: L’école
Unit 2: Mosaïque Unit 2: En route vers la
Francophonie
Unit 2: Mission Survie
Unit 3: Entrepreneurs en herbe
Hôtel Fantasia
Unit 3: Rétro-Monde Unit 3: Studio Créateur
Unit 4: Le grand voyage Unit 4: À l’action Unit 4: Bombes météo
Unit 5: Phénomènes canadiens
Unit 5: Faisons une différence Unit 5: Et maintenant, passons
aux nouvelles
Course Evaluation
Term Work
No Final Exam 100%
Oral Comprehension - 30%
Oral Production - 30%
Written Comprehension - 20%
Written Production - 20%
Expectations
Core French students:
· should have a pocket French-English dictionary
· should organize all materials in a binder
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Religious Education (Intermediate)
7-9 Program: The Newfoundland & Labrador religious education curriculum is shaped by a vision of enabling
and encouraging students to grow religiously, spiritually and morally into informed, caring and
contributing members of society, who appreciate their own beliefs and values, and the beliefs
and values of others, and who understand the contribution that Christianity and other religious
make to human life.
Authorized Learning Resources Grades 7, 8 and 9
Grade 7 – Expressions of
Faith
Student Text
Teacher Resource Guide
Grade 8 – Who Am I?
Student Text
Teacher Resource Guide
Grade 9- My Place in the
World
Student Text
Teacher Resource Guide
Guiding Principles The Intermediate Religious Education Program provides for students in Grades 7 and 8 an
overview of the development of religious beliefs, institutions, values and expressions from early
peoples to the present day. The growth of the Christian religion is examined in Grade 9.
Students at the intermediate level are provided with learning opportunities to move beyond
descriptive stories and events and towards understanding the motivations and needs of people for
spiritual guidance and religious worship. Students will understand that since recorded history
religion has provided a framework for addressing fundamental questions of life. The
Intermediate Program creates a context for students to recognize the diversity of religion and
how it has influenced and continues to influence individuals and society.
This religious education curriculum is non-confessional. In such a program it is essential that
faith, beliefs, doctrines, practices and history of Christianity and other religions be covered with
sensitivity and respect. No attempt to indoctrinate, proselytize or present a biased view would be
appropriate.
In A Curriculum Framework for Religious Education, it is recognized that in addition to studying
Christianity and other religions, students will be enabled to reflect on and make personal
decisions about their own spirituality and religious traditions.
This religious education curriculum acknowledges and supports the notion that young people
have a spiritual dimension and grow spiritually as well as physically, emotionally,
psychologically and intellectually. It acknowledges that the essence of all interfaith dialogue is
the awareness that human beings share essential truths and experiences. Finally, this religious
education curriculum respects the place and role of family and faith communities as primary
influences on the faith lives of young people. At the same time it acknowledges the
complementary and supplementary role of partnership that the school can play in the spiritual,
moral and faith development of young people.
Weighting of the Evaluation Components Term Work 70%
Major Project 30%
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Health (Intermediate)
7-9
During each year of the intermediate health program, students are given exposure to many topics
that are geared to becoming self-aware. The program should attempt to engage students in such
a way that they are not only exposed to new information and the facts but have the opportunity to
practice and develop specific skills and abilities such as decision making, distinguishing fact
from opinion, critical and creative thinking, coping skills, etc. The main purpose of this program
is to promote a healthy lifestyle as a lifelong task.
Grade 7 Grade 8 Grade 9
Introduction: A Healthy
You
Pg. 8 - 17
Chapter 1: Designing
Yourself
Pg. 8 –15
Topic 1: Climate Building –
Communication
Chapter 1: Knowing
Yourself and Your Values
Pg. 18 - 25
Chapter 2: Learning About
Yourself
Pg. 16 – 23
Topic 2: Self-Concept
Chapter 2: Setting Goals
and Making Decisions
Pg. 26 – 47
Chapter 3: Making Changes
and Choices
Pg. 24 – 34
Topic 3: Human Sexuality
Chapter 10: The Truth
About Tobacco
Pg. 146 – 157
Chapter 11: Some Facts
About Drugs
Pg. 130 – 147
Topic 4: Interpersonal
Relationships
Chapter 13: Introduction to
Human Sexuality
Pg. 186 – 203
Chapter 12: Alcohol
Pg. 148 – 155
Chapter 3-4:
Communication
Chapter 15: Learning About
Sexuality
Pg. 198 – 211
Chapter 5: Mental Health/
Self-Concept
Pg. 78 – 89
Chapter 7: Nourishing Your
Body
Pg. 72 - 87
Chapter 6: Mental Health
and Emotions
Pg. 90 – 101
Chapter 4: Review Mental
Health p. 36-47
Chapter 7: Stress in Your
Life
Pg. 102 - 115
Evaluation 7 & 8: Oral 30%
This includes the student’s interaction with the group, demonstration of listening
and verbalizing skills, show of commitment to task, etc.
Projects and Activities 40%
Test and Quizzes 30%
Evaluation 9:
Unit 1: 20%
Unit 2: 20%
Unit 3: 40%
Unit 4: 20%
Note: This will include a variety of assessment and evaluation techniques. For example
presentations, student portfolios etc.
Required Materials: Textbook: Healthwise 1 (gr. 7), Healthwise 1
2 (gr. 8), Healthwise 2
3 (gr. 9), Human Sexuality
Exercise Book
Duotang/ Folder
Colored pencils/ markers, scissors, glue stick and Old Magazines
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Art Program
7-9 Why Study Art?
"Art is a way of visually communicating thoughts and feelings."
The Intermediate Art Program provides an opportunity for adolescent children to respond to the
world around them using Art as a means of communication. Art is a way for students to
demonstrate their concerns and interests; and explore their identity. But the best reason to study
Art? IT'S FUN!!!
Here at St. Peter’s Junior High, Art is a way for students to learn and develop in a variety of
ways. Studio work ensures an academic reprieve, encourages self confidence, individuality,
decision making, as well as providing opportunities for social and moral growth. The program
focuses on developing an understanding of design in art and the visual environment. Students
learn more sophisticated applications of design elements and principles and have opportunities to
use this knowledge.
Courses
All students in grade 7, 8 and 9 take Art for half of each school year.
The program is designed to build on the information gleaned from one year to the next.
In grade 7 students focus
on the Elements and
Principles of Design in
Unit 1 and learn about the
art of Animation in Unit 2.
They learn the proper
terminology for creating
art works and then
complete various projects
to further develop their
understanding of these
terms.
In grade 8 students
continue to focus on the
Elements and Principles
of Design and learn to
discuss and analyze art.
They are expected to
apply techniques used in
class to create works that
express their
individuality.
In grade 9 students
will use their knowledge
to describe, analyze,
interpret and judge
works of art. As well,
they create their own
pieces based on their
personal observations.
Class Materials: Grade 7 Art: pencil, eraser Grade 8 and 9: pencil, eraser and Duotang.
Evaluation
Sketchbook/ Art Journal 25%
Students will be asked to complete a sketchbook(gr. 8 and 9) or art journal (gr. 7) throughout the
term. The sketchbook has to include eight finished sketches of the students own choosing and two
mandatory in-class sketchbook assignments. The art journal is grade 7 will require five sketches
of the students own choosing, and will include thoughts, ideas and journal entries on various art
topics that are assigned throughout the term
Studio Projects 45%
Students will complete three to five major assignments during this course. Evaluation will be based on Student Process (work ethic, improvement, technique, use of materials, and clean-up) and Student Final Product (neatness and quality).
Written Work 30%
There will be written work assigned throughout the term as students reflect on artwork they have created.
Throughout the school year, the Art Department looks for a number Seeking Supplies
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of household items. If you have any of the following, please send them in! Thanks!
Craft items
all types of paper
plastic containers
with covers (any
size)
foam trays
film containers
magazines
old playing cards
fabric
Before throwing something
away, ask yourself:
Home Economics (Intermediate)
7-9 Welcome back to another school year! Home Economics will be offered 2 periods per cycle for
one term in grades 7, 8 and 9. This year the grade 7 students will complete the Introduction to
Home Economics unit, a small sewing project and an introduction to the Food and Nutrition
module. The grade 8 students will be working on the Child Care unit, a stuffed animal which
builds on the sewing skills they learned last year. Grade 8’s will also learn more advanced
cooking skills through in class assignments and cooking labs. The grade 9 students will begin
the term learning money management skills. Through the term they will be sewing a stuffed
monster of their own unique design and continuing to refine their skills in the kitchen. I ask that
your child bring a pen or pencil with them to every class regardless of the topic.
Evaluation for the Home Economics course is as follows:
Grade 7 Grade 8 Grade 9
Introduction to Home Ec. 30%
Sewing project 30%
Foods Unit 15%
Food Labs 15%
Participation 10%
Child care unit 30%
Sewing project 30%
Foods unit 15%
Foods Labs 15%
Participation 10%
Money Management 30%
Sewing project 30%
Foods unit 15%
Foods Labs 15%
Participation 10%
I will post messages, announcements, comments and grades on K12 Planet. However, please
keep in mind that I will only see your child once a cycle for a double period so grades will only
be uploaded at the completion of each assigned task.
If your child has any food allergies it is extremely important that I be notified of the allergies and
treatment.
For the safety of all students, those students who do not follow class safety procedures in the
kitchens will be asked to sit out the cooking lab and a written assignment will be given to
complete the lesson. All procedures will be taught prior to cooking.
If you have any questions or concerns please contact me by email: [email protected]
Please RECYCLE, let us turn your “trash” into Art !!
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Music
7-9
This year in the intermediate classroom music program the grade seven, grade eight, and grade
nine classes have 2 periods of music per seven day cycle for half of the school year. We will be
studying a variety of topics this year in all grade levels.
Most of the work for the music program is done during class time. However, there is research
assignment given at the end of each term which may require students to work at home.
Topics covered will include, but may not necessarily be limited to:
Grade 7 Grade 8 Grade 9
Instruments of the
orchestra
Drumset &
Percussion
Classical Music
Musicals and
musical theatre
Blues, Jazz, &
Improvisation
Newfoundland
Music
Sound Effects
Loops / Music
Technology &
Software
Songwriting
Evaluation Approaches
Evaluation approaches may include:
anecdotal records from observations and listening
student journals and notation
demonstration of participation in each of the three modes of musical activity, which are
performing, listening, and creating
essays, critiques, discussions, projects, and presentations
written/performance quizzes, tests, and examinations
Evaluation Descriptors
Participation 20%
Written Work 20%
Active Listening 20%
Performance 20%
Research Project 20%
For more info and for course resources, visit https://sites.google.com/site/mrstaplemusic
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Instrumental Music (Band)
7-9
The intermediate music program is designed to develop musical literacy and aesthetic awareness
by providing meaningful and challenging musical experiences. The Instrumental Music (Band)
program at SPJH is an opportunity for all students to experience music in a hands on, practical
setting. Students learn primarily through performance and performance preparation – the
Concert and Jazz Bands and small ensembles perform at school assemblies, community events,
Christmas and Spring Concerts, the NLTA Christmas Suite, the Rotary Music Festival and
musical outreach programs in our feeder schools (among other events). Students also get the
opportunity to hear professional ensembles and to work with guest musicians and conductors.
Evaluation:
Evaluation falls under the following headings:
Rhythm & Metre
Melody & Pitch
Harmony
Form
Expression
Contexts
Technique
Practical assessment – 60%
Projects, assignments, tests – 40%
Important Info:
Band operates on a pull-out system meaning that students are pulled from other academic
courses in order to attend rehearsals (a signed permission form is required). Students are
responsible for obtaining any work they missed while attending Band (notes,
assignments, homework) and must receive the permission of the teacher whose class they
will miss in order to attend.
Practice is an essential component of a successful Band program. A regular home
practice routine is required.
The Band schedule is posted monthly outside the Band room door (student copies
available for pick-up) and on the Band website and the rehearsal schedule for the day is
read on the morning announcements.
All important information will be posted outside the Band room door and on the Band
website.
Concert dress is black bottoms (dress pants or skirt) and black tops. No jeans, please!
Ties encouraged! Students are encouraged to ask their parents for these items before the
day of the Christmas concert.
Students are required to bring a pencil, their instrument and music to every rehearsal.
Website:
www.sites.google.com/site/keepontruckingclub.com
Contact:
Keep on truckin’!
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Technology
7-9
Technology Education is a one semester course. Students meet twice a cycle for half of each
school year.
Technology Education encompasses the following which define the intent and focus of the
technology education curriculum. They are:
Technological Problem Solving. Students will be expected to design, develop,
evaluate and articulate technological solutions.
Technological Systems. Students will be expected to evaluate and manage
technological systems.
History and Evolution of Technology. Students will be expected to demonstrate an
understanding of the history and evolution of technology, and of its social and
cultural implications.
Technology and Careers. Students will be expected to demonstrate an understanding
of current and evolving careers and of the influence of technology on the nature of
work.
Technological Responsibility. Students will be expected to demonstrate an
understanding of the consequences of their technological choices.
Grade 7 Grade 8 Grade 9
Tools of Communication Students are introduced to the
history of communication
methods and develop skills
pertaining to various methods
of traditional and electronic
communication.
Production Technology
Students are required to design
and produce a “Hands-on”
Project. The focus is on
design methods that include
graphic interpretation,
technical drawing. Basic
production skills are
introduced using hand tools in
a “shop” environment.
Power and Energy
Students learn how energy,
power and electricity are
created, stored and
transmitted. There is a focus
on alternative energy sources
with and exploration of trends
and new technologies in this
area. Computer simulations
and presentations are used
extensively.
The course, in all 3 Grades, is divided into 3 units:
Unit 1 – Big Ideas (20%)
Unit 2 – Basic Skills (20%)
Unit 3 – Design Activity (60%)
Course Resources
Design and Technology
Technology Interactions
Design and Problem Solving in Technology
Class Materials Duo-tang, Pencil, Ruler, Eraser
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Physical Education ( Intermediate)
7-9 Course Structure
Student participation in a strong physical education curriculum is one of the key ways that overall
wellness and positive attitudes towards physical activity and active living can be fostered and developed
throughout life. The adolescence years are key to developing attitudes, habits, strong bones, high fitness
levels, body awareness and various skills for a person’s future years.
The Intermediate Physical Education Curriculum has been developed to meet the needs and interests of
adolescent students and intermediate teachers. The intermediate physical education program extends the
range of skills and knowledge acquired in the primary and elementary programs and facilitates transition
to the more self-directed activities of high school. It builds upon the movement concept knowledge
(Nichols, 1994) provided in the primary and elementary programs and provides opportunity for personal
achievement through group and individual activities.
Key Features of the Intermediate Physical Education Curriculum include
Provides opportunities for students to develop personal wellness, and personal movement skills
that contribute to an active lifestyle throughout life.
Provides opportunities to participate in a variety of activities
Use of the levels of responsibility as described by Hellison (2003).
Incorporates the three dimensions of movement:
o Psychomotor (Understanding and Applying),
o Affective (Thinking and Knowing)
o Affective (Cooperation and Responsibility)
The intermediate program is designed around six themes; the yearly plan for each grade must cover
ALL six themes. Since activities from each of the themes must be chosen at each grade level, a wide
variety and balance of activities are provided. A quality program will incorporate as many activities as
possible to allow the students a full and enriching experience.
Activities Minimum Maximum
Alternative ½ unit = 4 classes 2 units = 16 classes
Court and Field ½ unit = 4 classes 2.5 units = 20 classes
Fitness ½ unit = 4 classes 2 units = 16 classes
Leadership ½ unit = 4 classes 2 units = 16 classes
Outdoor ½ unit = 4 classes 2 units = 16 classes
Rhythmic ½ unit = 4 classes 2 units = 16 classes
Evaluation Guiding Principles
The Physical Education Evaluation Framework (Gr. 7 – Level III) and the Newfoundland and Labrador
Physical Education Assessment Tool (K – Level III) form the basis for student assessment and evaluation
in physical education. A Students Evaluation reflects the extent to which curricular outcomes have been
attained. Student evaluation will be based on active engagement in various activities and experiences.
Each student who participates in Physical Education brings different experiences, skill sets, strengths,
leadership and followership. A student’s evaluation is personal and specific to the individual; every
student has the opportunity for personal success in physical education.
Evaluation Breakdown
Students’ evaluation includes the three domains of movement
Moving & Doing 25 %
Health & Fitness 25%
Understanding & Applying 25%
Cooperation & Responsibility 25%
All four (4) domains of movement (Moving & Doing, Health & Fitness, Understanding & Applying and
Cooperation & Responsibility) are evaluated through participation in activities, games and various
movement experiences, either individually or with fellow students.
Moving & Doing - 25%
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Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Participates
in a variety
of activities /9
Completes most
activiities without
Prompting (9)
Completes
all activities but
with prompting (7)
Completes most
of the activities
(4)
Completes about
half of the
activities
(2)
Completes less
than half of the
warn-up activities
(0)
Applies body
mechanics in
movement
activities /8
Shows excellent body
mechanics in movement
activities (8)
Shows good body
mechanics in
movement activities
(6)
Shows average
body mechanics in
movement
activities (4)
Needs improvement
in showing body
mechanics in
movement activities
(2)
Shows excellent
body mechanics in
movement activities
(0)
Engages in
movement,
motor, &
athletic skill
development
activities /8
Consistently engages
in movement, motor, &
athletic skill
development activities
(8)
Usually engages in
movement, motor,
& athletic skill
development
activities (6)
Occasionally
engages n mvment,
motor, & athletic
skill development
activities (4)
Rarely engages in
movement, motor,
& athletic skill
development
activities (2)
Never engages in
movement, motor,
& athletic skill
development
activities (0)
Health and Fitness – 25%
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Works to
remain
physically
active /9
Consistently works to
remain physically active
(9)
Usually works to
remain physically
active (7)
Occasionally
works to remain
physically active
(4)
Rarely works to
remain physically
active (2)
Never works to remain
physically active (0)
Works on
his/her
health
related
fitness /8
Consistently works on
his/her health related
fitness (8)
Usually works on
his/her health
related fitness (6)
Occasionally
works on his/her
health related
fitness (4)
Rarely works on
his/her health
related fitness (2)
Never works on his/her
health related fitness (0)
Works on
his/her skill
related
fitness
/8
Consistently works on
his/her skill related
fitness (8)
Usually works on
his/her skill related
fitness (6)
Occasionally
works on his/her
skill related fitness
(4)
Rarely works on
his/her skill related
fitness (2)
Never works on his/her
skill related fitness (0)
Understanding & Applying - 25%
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Understands & applies
group dynamics &
concepts of fair play /7
Shows excellent
understanding (7)
Shows good
understanding (5)
Sometimes
demonstrates
understanding (3)
Rarely demonstrates
understanding (1)
Never demonstrates
understanding (0)
Understands & applies
game & mvmnt
concepts /6
Shows excellent
understanding (6)
Shows good
understanding (4)
Sometimes
demonstrates
understanding (3)
Rarely demonstrates
understanding (1)
Never demonstrates
understanding (0)
Understands & has
ability to pose and
solve mvmnt
challenges /6
Shows excellent
understanding (6)
Shows good
understanding (4)
Sometimes
demonstrates
understanding (3)
Rarely demonstrates
understanding (1)
Never demonstrates
understanding (0)
Understands the
application & impact
of an active lifestyle /6
Shows excellent
understanding (6)
Shows good
understanding (4)
Sometimes
demonstrates
understanding (3)
Rarely demonstrates
understanding (1)
Never demonstrates
understanding (0)
Cooperation & Responsibility - 25%
Criteria Level 4 Level 3 Level 2 Level 1 Level 0
Demonstrates
cooperative &
responsible
behaviours /7
Consistently
demonstrates (7)
Usually
demonstrates (5)
Occasionally
demonstrates (3)
Rarely
demonstrates (1)
Never
demonstrates (0)
Demonstrates
personal responsibility
/6
Consistently
demonstrates (6)
Usually
demonstrates (4)
Occasionally
demonstrates (3)
Rarely
demonstrates (1)
Never
demonstrates (0)
Demonstrates
leadership & group
dynamic skills /6
Consistently
demonstrates (6)
Usually
demonstrates (4)
Occasionally
demonstrates (3)
Rarely
demonstrates (1)
Never
demonstrates (0)
Demonstrates &
applies an active
healthy lifestyle /6
Consistently
demonstrates (6)
Usually
demonstrates (4)
Occasionally
demonstrates (3)
Rarely
demonstrates (1)
Never
demonstrates (0)
