Use these ADST course outline templates to make your own course outline.
The NLPS Learning Leaders are a district network of contracted teachers who have taken Learning Leader positions in their schools.
Five times a year, Learning Leaders will meet as a district team. the remaining meetings are school based. Each school designs their learning leader portfolios to meet their needs of their learning environment and their learners.
The Grade 10 Literacy Assessment assesses student ability to use critical thinking and analysis to make meaning from a diverse array of texts. It also assesses the ability of students to communicate their ideas.
The Grade 12 Literacy Assessment assesses students’ ability to use critical and reflective thinking and analysis to make meaning from a diverse array of texts. It also assesses the ability of students to communicate their ideas, or those found in the texts.
Both are graduation requirements and will be completed during students’ Grade 10-12 years.
Neither of these assessments is based on or attached to any particular course. They are both based on learning and skills across multiple subjects from kindergarten to grade 10.
Teachers of ELA classes may wish to support cross-curricular colleagues with literacy strategies.
As part of the provincial government’s commitments to truth, reconciliation and anti-racism, the Ministry
of Education is implementing a mandatory course or bundle of credits related to First Peoples as part of
graduation requirements in British Columbia.
In NLPS, as of September, 2022, all students will take English First Peoples 10 courses for their English 10 graduation credit.
This is in addition to other Indigenous culture and perspectives that have been integrated throughout all areas of learning. For example, place based learning and emphasis on indigenous ways of knowing reflect the First Peoples Principles of Learning in the curriculum in every area from K-12. Students will benefit from this knowledge in every aspect of their curricular journeys.
The journey towards reconciliation includes ongoing communication about the land and territory on which we learn.
Teaching students to acknowledge territory expresses respect, gratitude and appreciation for Indigenous peoples who have lived and continue to live on the land.
This exercise created by the NDSS English department with inspiration and resources from many places will support you to guide students in writing land acknowledgements that hold those aspects of value and respect for both the past and the present.
Hul’quimi’num language is one of the Coast Salish languages spoken in British Columbia.
Revitalizing the language of the land is vital to the reconciliation process. To understand the relationship of the people to the land, we must understand the beauty and life of the language as it breathes life into inanimate objects and validates them as relations.
Use these resources to support your journey into introducing Hul’quimi’num words in your classes.
Each school has a team of English Language Arts and Humanities teachers that have carefully curated the content that students will experience. This database will help for ideas, and also for inter school loans.
If you see something here that you are interested in, contact the school secretary to put you in touch with the learning leader at the school who can lend you one or more of these resources. Please keep in mind that learning resources in schools are purchased through the school budget, and must be returned or replaced to the school it came from. Also, each school has unconditional priority to their onwn resources.
With the changes in our current curriculum, there have been many conversations around creating consistent understanding of instruction and assessment in all ELA courses, but especially in English Studies 12.
This one page document summarizes some values statements as discussed by a group on ELA teachers from across the district in 2019.
The Big Ideas in all ELA curricula stress the importance of text being socially, culturally, geographically, and historically constructed. Worldviews and perspectives from around the world and locally are important parts of ELA competencies.
UDL is all about providing options and choices for your students so that you can eliminate barriers and give each student an opportunity to succeed both in and outside of school.
How can create a unique grading system that gives students voice, choice and autonomy? How can we transform our grading practices to actually help students learn?
This UDL Grading Flowchart designed by Novak Education can help guide you through your UDL grading process.
We help students to develop literacy in English so that they can succeed in both the social and academic environment of the classroom. We focus on inclusive practices that honour cultural identity and social and emotional growth. Tier One support for ELLS may include:
Sneak peak to the upcoming summer book selection for the Intermediate Book Club! Register here to get your books!
Come and PLAY at Ready Set Learn will take place this Thursday April 21st, at Mansfield Park from 4-6pm for families with 3-5 years olds.
Pre-register through City of Nanaimo Parks and Rec or sign in at the Welcome table.
Interested in providing safe and enjoyable outdoor learning opportunities for your students? Tomorrow is the last day for NLPS staff to register for the OCC Field Leader Level 1 Certification! Email email@example.com for more information.
tun i' c̓un ut̓l ___ - I am from ___
Next week marks the start of our Hul̓q̓umín̓um̓ Introduction Phrases. It is customary to share what community you come from during an introduction. Try it next week!
https://nlpslearns.sd68.bc.ca/indigenous-education/ #hulquminum #NLPSlearns
Single point rubrics are a great way to simplify criteria into just a single column while encouraging students to engage in target expectations. They also allow for high quality feedback that is personalized and focused, rather than highlighted from a pick list that was prescribed prior to the student demonstration o f learning.
Include only guidance on and descriptions of mastery, or target expectations.
include categories that align with the competencies that the learning task is assessing.
Support may include a combination of the following: