SENIOR SCHOOL ACADEMIC PROGRAM GUIDE - Queen Margaret's ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
SENIOR SCHOOL ACADEMIC PROGRAM GUIDE 2018-2019
Table of Contents
Message from the Senior School Principal ................ 3 17.0 Fine Arts: Music .................................... 48
1.0 Senior School Administrative Staff ........... 4 18.0 Athletics ................................................ 50
2.0 Academic Procedures & Expectations ...... 5 19.0 Equestrian Program .............................. 52
2.1 Academic Support .................................... 8
2.2 Resources ............................................... 10 20.0 Post Secondary Preparations ................. 54
3.0 English Language Learner (ELL) 21.0 Where to Start ...................................... 55
Program Overview ................................. 11 22.0 The Research Process ............................ 56
4.0 Grade 8/9 Program Overview ................. 16 23.0 Applying to Canadian Universities/
4.1 Grade 8 and 9 Course Offerings ............. 17 Colleges ................................................. 57
5.0 Grades 10–12 Graduation Program ........ 22 24.0 How to Apply–Canadian
5.1 2018-2019 Graduation Universities/Colleges ............................. 59
Program Requirements .......................... 23
5.2 Grades 10 to 12 Course Offerings .......... 25 25.0 Scholarships for Canadian
Universities/Colleges ............................. 60
6.0 Equestrian Program Curriculum ............. 26
26.0 Applying to American Universities/
7.0 English Language Learners ..................... 28 Colleges ................................................. 61
8.0 English .................................................. 29 27.0 How to Apply–United States
9.0 Social Studies ........................................ 31 Universities/Colleges ............................. 63
10.0 Mathematics ......................................... 34 28.0 Scholarships for United States
Universities/Colleges ............................. 64
11.0 Sciences ................................................. 36
29.0 How to Apply–United Kingdom (UK)
12.0 Outdoor Leadership Trips ....................... 38 Universities/Colleges ............................. 65
13.0 Applied Skills/Career and 30.0 Graduating Student Tips & Reminders .... 66
Leadership Explorations ......................... 39
31.0 Outdoor Leadership Packing List ............ 68
14.0 Modern Languages ................................ 43
32.0 Major School Dates Calendar ................. 69
15.0 Fine Arts: Visual Arts ............................. 45
16.0 Fine Arts: Drama ................................... 47
2
Message from the Senior School Principal
Dear Students and Parents,
It is my pleasure to welcome you to Queen Margaret’s Senior School. As members of our unique learning
community, you will have available to you rich and diverse opportunities to pursue your passions in a
spirit of inquiry and academic rigour. Your efforts will be adding to the successes of those who have
come before you in our outstanding educational program for young women.
In this handbook you will find information about our expectations for you. You will also learn what you
can expect from us: exciting courses delivered in safe and supportive learning environments, staff who
are as committed as you are to your success, and a diverse community of learners who strive to uphold
the values of Queen Margaret’s School.
While we are known for the strength of our academic program, it is the skills and dispositions for lifelong
learning that underpin all that we do. We are excited for your year and know that you will thrive with
commitment, hard work, and the knowledge that we are all here to support you in your learning.
With best wishes for a fulfilling year ahead,
Ms. Deborah Cook
Senior School Principal
31.0 Senior School Administrative Staff
Senior School Principal
The Senior School Principal is responsible for the articulation and implementation of daily and strategic
decisions regarding the academic and social education of all Senior School students. The Principal has
oversight of the professional work of the Senior School faculty. This position reports directly to the Head
of School and works in collaboration with the School Leadership Team to promote student and faculty
learning in a safe and nurturing environment. For questions, concerns and feedback about the Senior
School programs, please contact the Senior School Principal.
Deborah Cook
dcook@qms.bc.ca
Vice Principal, Curriculum and Instruction
The Vice Principal, Curriculum and Instruction works collaboratively with the Senior and Junior School
Principals and is responsible for ensuring that the academic program QMS offers meets Ministry and the
Canadian Association of Independent Schools (CAIS) accreditation requirements. This includes the senior
outdoor education program, faculty advisory curriculum, school examinations and AP College Board
Courses. Keeping abreast of current research in the field of education, the Vice Principal seeks
professional development opportunities for faculty that align with the School’s strategic and innovative
planning. The Vice Principal is also responsible for ensuring examination protocols are followed.
Alison O’Marra-Armstrong
aomarra@qms.bc.ca
University Counselling Office
The University Counselling Office supports students to identify and choose programs for future studies.
University advisors work in close partnership with students, and their parents, to select Queen
Margaret's School courses that best meet their identified goals. Choosing a college or university that
matches student interests, passions and talents is exciting—and challenging. The Queen Margaret's
School university advisor meets with students individually and in groups to help find the best fit and
guide candidates through the application process. The advisor works with students from Grades 8-12 to
explore career options and to coordinate additional course support through the Queen Margaret's
School tutoring program as needed.
Carol Ingledew
cingledew@qms.bc.ca
Administrative Support Staff
Three administrative support staff work with Senior School administration, faculty, and students to
ensure seamless communication throughout the school. The School Secretary based in The Learning
Centre (TLC) is the main conduit for daily communication between home and school. Based in the Senior
School, the Records Clerk and Administrative Assistant are responsible for all record keeping and
database management for the school.
reception@qms.bc.ca
*For an electronic version of this document, please visit the QMS website at
http://www.qms.bc.ca/community-resources/brochures--handbooks/.
42.0 Academic Procedures & Expectations
Senior Curriculum
As a globally-minded community, Queen Margaret’s School provides enriched educational experiences
and unique curricular programs that prepare students for university, for higher education, for life. As
educators, we envision a learning environment where our students will become accomplished lifelong
learners making positive impacts on the world.
All curricular programs aim to develop a desire in students to reach their fullest capability in a variety of
subjects. The school encourages each student to set high standards. We believe that as self-confidence
and self-discipline evolve, students gradually realize and attain their goals.
The all-girl environment is one where we foster the academic growth of each student by using teaching
strategies that are based on research. Our faculty are dedicated to offering each student the opportunity
to develop their critical and creative thinking skills through exceptional teaching and assessment
practices. We offer a positive student-centered environment where students can strive to achieve their
best at all times. Interesting and challenging programs are offered to all students, and patience,
understanding, and support systems are in place and available to those students who need extra time
to help build their confidence, self-esteem and aptitude.
A demanding curriculum and the need for initiative and self-reliance in their classes prepare students
for the world of post-secondary education.
Timetable
Grade 8 and 9 academic courses at Queen Margaret’s School begin in September and end in June.
Electives may be offered on a term or semester basis.
Academic courses for the Graduation Years Program for Grades 10, 11 and 12 will be offered in a
semester format with the option for up to two (2) linear full-year courses.
Study Blocks
At QMS, we expect our students to be fully engaged with the academic and elective programs. Students
in Grade 12 are offered a study block to help support the demands of advanced coursework and post-
secondary planning. Parents, the Senior School Principal, and the University Counsellor must approve
any proposed deviation from this rule for students in other grades if an unavoidable timetable conflict
occurs or students are working on independent or directed study.
Skipping a Class or Chapel
Students are expected to attend all regularly scheduled classes, faculty advisory sessions and school
chapel. Skipping class or Chapel will result in being assigned a community service activity. Additional
offences of truancy will result in an in-school suspension. Further offences may result in suspension.
Absences from classes
We are fortunate at Queen Margaret’s School to enjoy extended school holidays in October, December
and March each year. In order to maximize each student’s learning, we require that all students attend
school when the school is in session. The dates for the 2018-2019 school year are included on our
website for planning purposes. Only in family emergencies will permission be given to leave or return to
school outside the designated holiday dates. Please note unexcused absences will be recorded in each
student’s school record. Unexcused absences will disqualify students from receiving Merit Roll which
is pre-requisite for Honours or Honours with Distinction standing.
5Course Selection
Course selection will take place in March. Students will be provided with information on course offerings
for the upcoming year and will meet with their academic advisor prior to Spring Break. Students will
receive their final timetable by the beginning of May. Changes to course selections may be made with
the University Counselling Office during the first two weeks of classes in September.
Add/Drop a Course Deadline
Students can change courses during the initial two (2) weeks of classes. Any further changes to a
student’s timetable will require permission from the Senior School Principal, the University Counselling
Office, and when necessary, consultation with the parent or guardian.
Homework
Teachers may assign homework for fluency building, to establish pre-learning, to check for
understanding, to provide an opportunity for practice, or to allow for processing and reflection. It is
expected that students will complete their homework by the assigned date. Faculty Advisors will
communicate each student’s progress on a regular basis with parents and guardians.
Depending upon the academic needs of each student, extra-curricular circumstances and time of the
year, homework assignments can vary. Daily homework should range from a minimum of one (1) hour
for Grade 8 students up to a minimum of two (2) hours for Grade 12 students.
All teachers welcome comments or questions from parents and are eager to clarify expectations and
discuss ways to help reduce anxieties related to homework completion.
Classroom Assessment and Examinations
Classroom assessment is central to learning and plays an important role in the instruction process.
Assessments can serve as meaningful sources of information about where a student is with their
learning. Feedback from ongoing assessment in the classroom can help our learners and their teachers,
personalize their learning experiences and set learning goals. All classes will use a variety of assessment
strategies including, but not limited to, student self-assessment, classroom assignments, tests, quizzes,
projects, and performance assessment.
At their discretion, teachers may choose to offer an end-of-course cumulative examination or
assessment. The criteria for assessment will be clearly communicated to students in advance. There will
be a formal examination session scheduled at the end of each semester in January and June. All students
are expected to write the exams that have been scheduled for their classes. Any exam exemptions will
be made by the Senior School Principal in consultation with the subject area teacher.
Students attending Queen Margaret’s School will be expected to complete the curricular requirements
for graduation as they are set out by the British Columbia Ministry of Education. This includes the
completion of Graduation Assessments when they are required.
Graduation Assessments
Graduation assessments are changing to align with the new British Columbia curriculum and will be
required for students who graduate from high school in British Columbia starting in July 2018. As part of
the updated graduation requirements, students in the new Graduation Program will have to complete
two provincial assessments. They will focus on the demonstration and application of numeracy and
literacy.
6• The Numeracy Assessment for QMS will be implemented in the 2018-2019 school year. For
additional information, please view the Ministry of Education parent information brochure.
• The Literacy Assessment for QMS will be implemented in the 2019-2020 school year.
• The Language Arts 12 exams will be phased out as the Literacy Assessment is introduced. Until
the Literacy Assessment is fully implemented in the 2019-2020 school year, the Language Arts
12 exam will remain in place and will continue to be 40% of the final, blended mark for Language
Arts 12 courses.
• Students graduating in the 2018-2019 school year will take a Language Arts 12 course and
associated provincial exam to satisfy graduation requirements for the 2018 Graduation
Program.
For more information, please visit: Graduation Assessment Q & As
Advanced Placement (AP)
Advanced Placement (AP) courses enable students to pursue rigorous, university-level studies while still
in high school. These courses are recommended for students in Grade 11 or 12 and may require pre-
requisite courses from the British Columbia curriculum. Elements of each course will be delivered both
inside and outside of regular school hours. AP courses that are offered at Queen Margaret’s School are
externally accredited by the British Columbia Ministry of Education and are reported as a percentage
grade on student transcripts. Each AP course also concludes with a university-level examination or
portfolio assessment that is scored externally by the College Board. These exams are highly
recommended. Students who are enrolled in an AP course at Queen Margaret’s School, or an externally-
accredited educational institution, will be permitted to write the examination here on campus.
Each AP score shows how well a student did on the AP examination. This score will be used by
universities to determine if a student is qualified to be granted advanced credit. Please note it is the
responsibility of each student enrolled in an AP course to self-report their examination or portfolio scores
to post-secondary institutions. AP scores are a weighted combination of a student’s scores on the
multiple-choice section and on the free-response section. The final score is reported on a 5-point scale
as follows:
5 = extremely well qualified
4 = well qualified
3 = qualified
2 = possibly qualified
1 = no recommendation
Re-Write Policy
Students who achieve a failing grade on a Queen Margaret’s School mid-year or in-class summative test
or examination may re-write at a time that is convenient and mutually agreed upon by the classroom
teacher. Failure on a final examination may require that a student re-take the course or attempt a course
challenge. Students may also choose to re-write a Graduation Assessment at a scheduled time set out
by the Ministry. Students may write a single Graduation Assessment a maximum of three times. Students
who have failed to obtain a final mark of at least C- (50% minimum) based on the combination of school
mark and exam mark will be required to re-take the course or attempt a course challenge.
72.1 Academic Support
Faculty Advisors
Each Senior School student has a Faculty Advisor. As a Faculty Advisor, a teacher is responsible for a
small group of students and supports each student’s success by monitoring their academic progress by
facilitating communication between teachers, student, and parents, and by promoting positive and
supportive relationships. You will be notified of your daughter’s Faculty Advisor in September. It is
important that the communication is a two-way process. If you have questions or concerns on academic
or school related issues, we appreciate you contacting us.
Academic Help
To support your daughter’s academic success, QMS teachers offer tutorial support in the subject
classroom from 3:00pm–4:00pm Monday to Thursday for Senior students.
Tutors
QMS faculty members offer general academic support after school. However, if a student requires extra
assistance with school work, QMS recommends hiring a professional tutor. These instructors will come
to our campus and assist your child in their learning. Parents can request extra tutoring through the
University Counselling Office. Please note that QMS faculty members may not provide tutoring services
for students enrolled in their own classes.
The cost of tutoring is $50.00 per hour and the tutoring fees will be charged to student accounts.
Permission from parents/guardians is required before tutoring can be confirmed.
Earning Additional Credits
At QMS, in keeping with Ministry of Education policy, it is recognized that students learn in a variety of
ways, some of which take place outside of British Columbia or outside of the regular secondary school
program. Students may earn credits to fulfill their graduation program requirements in a number of
ways in addition to those earned through regular class attendance.
For further information or to discuss options, students are asked to make an appointment with the
University Counselling Office.
Challenge Policy
In accordance with Provincial policy, a student may challenge a course required for graduation according
to guidelines established by the school. These guidelines are outlined below.
QMS Challenge Guidelines
• Prior to a challenge, the student requesting to challenge must have achieved a final grade of
92% or above in the pre-requisite course, with the exception of students challenging a language
course whose final grades will be reviewed by the University Counselling Office and Senior
School Principal to determine eligibility
• Students must first receive permission from and/or be recommended to challenge by the
subject teacher
• Students must demonstrate they have met the prescribed learning outcomes. Challenge
requirements will vary depending on the subject area, but can include any or all of the following:
a final exam, writing samples, portfolios, and skills demonstration
• All course challenges for Grades 10–12 must be approved by the Senior School Principal
• Students will be awarded a letter grade and a percentage mark for a course that has been
successfully challenged
• Students will be granted permission to challenge a course only once
8For a course that does not have a Graduation Assessment
• Obtain a mark of at least C- (50% minimum) grade/score in a challenge assessment
For a course that does have a Graduation Assessment
• Complete the challenge guidelines noted above
• Write the Graduation Assessment at a scheduled time set out by the Ministry
• Obtain a final mark of at least C- (50% minimum) based on the combination of school mark and
exam mark. The minimum passing score is the same for students enrolled in the course.
Equivalency
Courses taught outside the British Columbia school system that substantially match the learning
outcomes of British Columbia Ministry of Education approved courses are eligible for credit through
equivalency. To be deemed equivalent, there should be a match of approximately 80% or more of the
learning outcomes to a Ministry-developed course. In order to receive credits through equivalency,
students must provide the appropriate documentation as proof of successful completion of the course
prior to enrolment at Queen Margaret’s School.
External Credits
The British Columbia Ministry of Education has outlined policy for credit to be awarded for learning
outside the traditional school setting. Typical situations include credit for fine arts, athletics, equestrian
training, or language study through established institutions in programs where a syllabus and methods
of evaluation are published. In order to earn credit for an approved credential, students must provide
the appropriate documentation proving successful completion of the external assessment, event, course
or program. For more information on external credits authorized by the Ministry of Education, please
visit the website which outlines organizations offering approved external credentials.
Online Learning
Queen Margaret’s School understands that many students reach their learning objectives in different
ways. To support a healthy balance of in-class and online learning, many of our scheduled classes employ
an online learning management tool at the teacher’s discretion. Face-to-face instruction during the
scheduled school day with some online communication is viewed as the primary method of instruction
at Queen Margaret’s School. Students wishing to complete a course through another online learning
source can seek approval from the Senior School Principal and the University Counselling Office. Costs
incurred from this are to be paid by the student.
Independent Directed Studies
Independent Directed Studies allow students to initiate their own learning under teacher supervision.
IDS is intended to allow students to pursue curriculum in more detail or to focus on one or more learning
outcomes of a course that has not been taken previously. To participate in IDS, students must
demonstrate the ability to work independently. Teachers and students develop a plan that includes a
process of on-going facilitation and assessment and criteria for determining successful completion of
the course.
Dual Credit
Students may earn credit towards graduation by earning credit for courses at specific post-secondary
institutions. Procedures are aligned with Equivalency and External Credits. Students are entitled to earn
dual credit if they earn credit that leads to a post-secondary credential from a post-secondary institution
which is a member of the British Columbia Transfer System or offered in French through Educacentre.
92.2 Resources
Textbooks
All students are provided with a copy of the required textbook(s) for each of their courses. Students are
expected to treat all school property with respect and will be charged for lost or damaged textbooks.
Use of Cell Phones and Electronic Devices
Students are allowed to use electronic devices, including cell phones and tablets, in class at the
discretion of the teacher for educational purposes. Students who do not adhere to the Technology Policy
(as outlined on our website) will have their device confiscated and held by the Senior School Principal
until the end of the school day. Between the hours of 8:00am-3:00pm, students may only use their cell
phones inside Spurgin and Rowantree Halls (Senior School block). Cell phone use outside these specified
areas will result in immediate device confiscation.
Student Agendas
All students are required to use an agenda in Grade 8 and are recommended to do so in Grade 9 to keep
track of homework and school commitments. During the first week of classes, students will be
introduced to the School's online email and communication tools (which include a calendar).
2.3 Academic Policies
Cheating
Cheating includes copying from the work of another student, allowing another student to copy from
one’s own work, consulting with another student during examinations, using unauthorized aids during
an examination, and the theft or unauthorized possession of an examination paper or other materials.
Penalties could range from a new alternate assignment, reprimand, up to suspension from school.
Plagiarism
Plagiarism is the act of presenting the ideas or works of another as one’s own. This applies to all materials
including essays, term reports, laboratory reports, presentations, computer programs, research projects
and results, and statistical data. The use of such material either directly or indirectly without proper
acknowledgment (i.e., footnotes, endnotes, or parenthetical reference) is subject to severe penalty, up
to and including suspension from school.
Academic Probation
Our students are expected to achieve academic standards that lead to successful post-secondary
acceptance. However, in the situation where a student is failing to meet minimum standards, they will
immediately be put on academic probation and may be required to withdraw from the course if their
mark does not improve to a passing grade.
Queen Margaret’s Senior School policy states that the passing mark for courses is 50%, and grades of
65% are recommended for admission to courses at the next grade level. This is set in place to ensure
acquisition of the pre-requisites for the following academic year. Students in Grades 8 to 12 who do not
achieve 65% in an academic course may be required to hire a tutor.
Athletic Competitions
Student athletes are expected to maintain a minimum of 65% average in their academic courses. In a
situation where a student is failing to meet this requirement, they may not be permitted to participate
in games or competitions that interfere with their classes. Any exemption to this will be at the discretion
of the Equestrian Program Director or Senior Athletics Director in consultation with the Senior School
Principal.
103.0 English Language Learner (ELL) Program Overview
General Information
The English Language Learner (ELL) program at Queen Margaret’s School has three objectives. It is
designed to:
• Increase student English language proficiency
• Facilitate student understanding of course/class content
• Integrate ELL and English native speaking students academically and socially
We ensure authentic language experiences in appropriate individualized learning environments so that
students develop language proficiency and learner autonomy for academic and social success.
Our Senior School program provides inclusion support in the language-rich academic classes, English,
Social Studies and Science in addition to specialized language instruction in our English Language
Development (ELD) classes. This inclusive approach integrates both language development and subject
area content. There is a growing body of evidence that demonstrates when English language learners
are provided with English language support in mainstream content classes with native English speakers,
language development is enhanced. Research evidence supports this model as an effective way to
develop social and academic language proficiency.
Senior School ELL Program Model
ELL students enrolled in our Senior School have a limited time to become academically proficient in
English. As ELL students must learn both English and academic content as quickly as possible, our
program ensures that ELL students have full access to the mainstream curriculum as well as ongoing
interactions with their native English speaking peers.
There are two key components to our programming:
i) Support within Content Area Courses
Language specialist teachers work alongside content specialist teachers to deliver a
curriculum that is accessible to all language learners. In class, English language support is
provided in many core courses. As a result, individual student needs are accommodated and
students feel comfortable taking risks communicating. English is taught through content
areas by including a subject specific language component. The purpose of the language
component is to teach English language learners to communicate (listen, speak, read and
write) in English within core academic subjects. This component takes into account the ELL
student’s current English language proficiency level and guides the teachers in providing the
appropriate instruction for each level.
ii) Direct Language Instruction
Students extend their English language learning through participation in English Language
Development courses that provide them with progressive practice in all aspects of language
learning (listening, speaking, reading, and writing).
11Native English speakers benefit in this model by increased access to content specialist teachers who can
focus more on concept development rather than vocabulary. All students benefit by increased teacher
accessibility in their classrooms and the opportunity to work in a diverse, supportive setting that reflects
the world outside.
Placement of ELL Students
The first step of our placement process begins with the Admissions Department. Personal information
is gathered, prior learning experiences are assessed, an interview in which all four literacy domains
(speaking, writing, reading, and listening) are used takes place, and an English placement test is given.
This information provides preliminary data for our ELL specialist teachers to review prior to ELL student
arrival on campus.
The second step of the ELL Student placement process occurs in September. When students arrive at
QMS, they are assessed by our Language specialist teachers using the following tools:
• Interview—graded on standardized criteria
• Personal writing sample—graded against QMS English Language Proficiency Levels
• Formal writing—graded against QMS English Language Proficiency Levels
• SLATE* assessment—graded on standardized criteria
*SLATE (Secondary Level Assessment Test of English) is specially designed to measure the English
proficiency of Middle and High School students. It measures reading, listening and grammar.
An international student whose home language is other than English and who has attended an
international school where the language of instruction is in English will also participate in placement
testing. Professional recommendations from prior core course subject teachers will be taken into
consideration for these students in placement decisions.
Based on the results of the assessment tools noted above, ELL students receive an English Language
Development course placement. English Language Development Course descriptions can be found in
Section 10.0 of this Academic Program Guide.
Personalized support for English language development within core subject courses is ongoing and is
provided by ELL specialist teachers working with content specialist teachers in the regular classroom.
The level of support offered in these courses is dependent on a student’s English language proficiency
level determined during the assessment period.
Students are reassessed for English language proficiency development in December and May to measure
progress and to ensure the personalized support provided is maximizing student academic and social
English language proficiency.
May assessments determine the continuing level of ELL support needed for the following year.
12Exiting from the ELL Program
Students will exit from the ELL program when it is determined, following the May assessment period,
that they are meeting Level 5 English Language Proficiency criteria in Listening, Speaking, Reading and
Writing.
All students are expected to exit the ELL program at the end of Grade 10; however, we recognize that
English language development takes place on a continuum and students enrolled in the ELL program will
develop at different rates.
Students who are not yet meeting Level 5 criteria as measured by assessment and teacher
recommendation at the end of Grade 10 will be required to enroll in additional course work during their
Grade 11 and/or Grade 12 year. QMS offers the course Communications 12 that provides scaffolding for
students who demonstrate they require additional academic support in reading and writing for
successful completion of the QMS and Ministry English graduation requirements. This course must be
taken concurrently with English 11 or English 12.
ELL Program Fee Information
The Senior School ELL program fee for 2018-2019 is $7,800.
Communications 12 Course fee is $1,400 for each course enrolled.
13English Language Proficiency Scale
Both returning and new ELL students are assessed at the beginning of the year to determine level
placement. The following descriptors provide an overview of leveling criteria used at QMS:
Listening Speaking Reading Writing
Emerging Understands some Expresses needs, Reads text at a literal Writes to complete
Level 1 descriptive, subject- feelings, preferences level word by word. forms, to create
specific and academic and responds to Understands by using graphic organizers and
words. questions. Uses some pictures, home to label diagrams. Edits
Requires visuals, descriptive words, language, patterned for regular spelling,
gestures and patterned phrases, sentences. capitals and periods.
demonstrations to greetings, speaks with Writes with tense
understand new errors and omissions. errors and omissions.
information.
Beginning Understands more Expresses ideas, Reads more Writes simple
Level 2 descriptive words, makes statements, descriptive, subject- sentences with subject
compound sentences, and asks and answers specific and academic specific words. Edits for
open ended questions. questions. Uses words, simple detailed end punctuation,
Uses visual supports as affirmative and sentences. additional detail.
needed to understand negative statements, Understands by Writes with some tense
new information. conjunctions and time rereading, using and word usage errors.
and sequence markers contextual clues, root
to connect ideas, word analysis.
speaks with some
agreement and tense
errors.
Developing Understands a range Communicates by Reads complex Writes a variety of
Level 3 of descriptive words, clarifying, sentences with compound, complex
compound and commenting, stating subordinate, relative sentences and basic
complex sentences, opinions and and conditional clauses paragraphs. Edits texts
slang and humour. expressing agreement with increasing for word choice,
and disagreement. expression and focus subject-verb
Slang, idioms and on punctuation. agreement. Writes with
expressions are used Understands by occasional errors.
in appropriate predicting and using
contexts, speaks with inferencing.
some usage errors.
Expanding Understands words Communicates Reads multisyllabic Writes cohesive, well-
Level 4 with multiple through discussion, words, a range of developed academic
meanings related to inquiry and sentence by compositions with a
academic topics, a persuasion. Uses synthesizing structures developing sense of
variety of sentence complex, compound consistently with style, audience and
structures, inferential and conditional expression and self- genre. Revises text for
questions. sentences. Speaks correction. content, organization
with occasional errors. Understands, and active and passive
summarizing, word voice.
analysis.
Proficient Understands a broad Communicates Distinguishes subtleties Writes to convey
Level 5 range of vocabulary, effectively on of meaning in idioms, precise meaning in
the subtle differences practical, social and metaphors and word complex and abstract
in sentence structures academic topics. connotations. contexts independently
that affect meaning Manipulates word Interprets and applies for the appropriate
and subtle social and order to convey textual information to audience, genre and
cultural references. precise meaning. new situations. Reads degree of formality.
Speaks with increasing fluently with intonation Writes with accuracy.
accuracy. and expression.
14Parent/Teacher Communication
The first point of contact for your student will be her Faculty Advisor (FA). If you have questions or
concerns about your daughter's academic progress or personal well-being, or you need general
information, please communicate directly with the FA. This teacher spends time daily with your daughter
and is able to liaise with all members of the Queen Margaret's School staff to ensure rapid and effective
communication takes place.
Many of our international families are unable to attend scheduled parent-teacher conferences. Teachers
and faculty are available electronically at your request. Please contact the School Secretary if you plan
to visit so teacher meetings can be arranged.
154.0 Grade 8/9 Program Overview
At Queen Margaret’s School, we recognize that our programs have the potential to provide
transformative learning experiences for our students. Over the last 20 years, research has shown us the
critical impact schools can have during early adolescence. During this time of emotional, physical, and
intellectual growth, girls at single gendered schools are more likely to take non-traditional courses in
subjects that run against gender stereotypes. This includes science, advanced math, robotics and coding.
With fewer distractions, girls are also more likely to assume leadership roles, actively compete, and
devote time to exploring and identifying their own passions.
In 2018-2019, students entering Grades 8/9 will be working with a core team of teachers who are middle
years’ experts. The teaching team will provide students with an exciting and balanced curriculum where
students will develop their independence, leadership capacities, self-confidence and passion for
learning. As middle years’ experts, the teaching team understands the needs of learners at this exciting
stage in their development. Student wellbeing and the provision of a safe and nurturing environment
are central to the Grade 8/9 program.
Science, Math, Humanities, Arts, Language, Athletics and Integrated Applied Skills will provide the
framework for rigorous learning opportunities and will maximize the use of technology. The in-depth
exploration of cross-curricular topics will allow students to develop expertise in inquiry methods, make
connections across disciplines, and find applications for their learning in the real world.
Courses offered in the Grade 8/9 program meet the requirements of British Columbia’s re-designed
curriculum for Kindergarten-Grade 9. Further information and key features of British Columbia’s
curricular model can accessed on the British Columbia Ministry of Education website.
164. 1 Grade 8 and 9 Course Offerings
Grade 8 Grade 9
Career and Leadership Explorations 8 Careers and Leadership Explorations 9
English and Social Studies 8 English and Social Studies 9
English Language Development 8 (For ELL) English Language Development 9 (For ELL)
Please see ELD program description Please see ELD program description
Science and Mathematics 8 Science and Mathematics 9
French 8 French 9
Applied Design Skills and Technology 8-9
Culinary Arts: Cooking and Cuisine 8-9
Computational Thinking: Coding and Robotics 8-9
Entrepreneurship: Design Thinking for Society 8-9
World Explorations 8-9
Nature Lab: Leading Outside 8-9/The Duke of Edinburgh’s International Awards 9
Mini MUN: Learning How United Nations Makes Global Decisions
World Culture: Foods and Fashion of the World 8-9
Choral Music of the World: Concert Choir 8-9
Arts Education 8: Arts Education 9:
Music Music
Visual Art Visual Art
Drama/Dance Drama/Dance
Physical and Health Education 8 and/or Physical and Health Education 9 and/or
Equestrian Programming Options Equestrian Programming Options
Outdoor Leadership Trip: Exploratory Outdoor Leadership Trip: Facing Challenges
Program
Notes:
1. Students may register for the following course offered outside of the timetable: Concert Band 8/9
2. Outdoor Leadership Trips are courses that occur off-campus
3. Students who are designated English Language Learners will be provided with additional in-class language
support in English/Social Studies Integrated and Math/Science Integrated
4. The Senior School Equestrian Program options are not required courses. Please see equestrian options in
Sections 6.0 and 19.0.
17Career and Leadership Explorations 8 and 9
In Grades 8 and 9, students explore concepts such as identity, leadership, career exploration, personal
planning and transferable skills. Students begin to explore their skills and passions in greater depth and
determine their future goals. Students will identify the value of work in our lives and explore their
community and society from diverse perspectives. The curricular competencies that are emphasized
include self-awareness, working with others, collaboration and communication, career knowledge and
awareness, and career planning.
English and Social Studies 8
In English 8, students will develop their reading, listening, viewing and comprehension skills. Students
will also gain the skills to become proficient and knowledgeable users of language in a variety of forms.
In Social Studies 8, students use inquiry processes and skills to ask questions, analyze ideas and
communicate their findings about issues and events from the 7th century to 1750. Students will assess
the significance of people, places and events at particular times and places. In both courses, students
will be encouraged to use creative, critical, and reflective thinking and communication.
Note: Students who are designated as English Language Learners will be provided with additional in-
class language support in this course.
English and Social Studies 9
In English 9, students will continue to develop their reading, listening, viewing and comprehension skills.
Students will begin to appreciate language and learning as lifelong sources of joy and curiosity. In Social
Studies 9, students use inquiry processes and skills to ask questions, analyze ideas and communicate
their findings about issues and events from 1750 to the 20th century. Students will assess competing
historical accounts and investigate different points of view. They will be able to evaluate prevailing
conditions and the impact of events, decisions, or developments during different time periods. In both
courses, students will be encouraged to use creative, critical and reflective thinking and communication.
Note: Students who are designated as English Language Learners will be provided with additional in-
class language support in this course.
Science and Mathematics 8
In Science 8, students will develop an understanding and appreciation of science as an evidence-based
way of knowing the natural world. They will spend time developing the habits of mind associated with
science. Using inquiry-based methods, students will be encouraged to develop a sustained curiosity, a
valuing of questions, and an openness to new ideas and consideration of alternatives. In Mathematics
8, students will learn to reason mathematically using their understanding of number, pattern, spatial
relationships and analysis of data in order to problem solve. This will support students in their ability to
see patterns in the world around them, develop their financial literacy and gain the skills that are
necessary to solve complex problems.
Note: Students who are designated as English Language Learners will be provided with additional in-
class language support in this course.
18Science and Mathematics 9
In Science 9, students will develop a solid foundation of conceptual and procedural knowledge in science
that they can use to interpret the natural world and apply to new problems, issues and events in their
lives. They will spend time developing the habits of mind necessary to develop a lifelong interest in
science and become scientifically literate citizens. Using inquiry-based methods, students will be
encouraged to develop an awareness of assumptions and a questioning of given information, a seeking
of patterns, connections, and an understanding of social, ethical and environmental implications. In
Mathematics 9, students will develop their mathematical understanding and fluency and will be able to
use logical reasoning, analytical thought and creative thinking to solve complex problems. Content in
this course focuses on concepts related to number sense, patterns and relations, spatial sense, and
statistics and probability. This will enable students to view and navigate their world with a mathematical
perspective and develop the ability for abstract and critical thinking.
Note: Students who are designated as English Language Learners will be provided with additional in-
class language support in this course.
French 8
Students will be able to express themselves using complete sentences in past and present time frames,
both orally and in writing. This includes the ability to ask and answer a variety of questions about familiar
topics and describe objects and people. Students will also develop the competency to explain reasons
for emotional and physical states and express basic beliefs and opinions. Students will engage in inquiry-
based learning opportunities that allow them to explore their own cultural practices and traditions in
comparison with those of various Francophone cultural communities.
French 9
Students will be provided with a range of language-learning strategies to assist in comprehension and
expression. Students will be able to express themselves using complete sentences in past, present, and
future timeframes. They will engage in inquiry-based learning opportunities that support students in
asking and responding to questions, exchanging information, describe events and express opinions.
Students will develop the curricular competencies to explore, research and identify examples of how
Francophone culture is expressed in different ways.
Arts Education 8–9
Students in Arts Education will explore and interact with the creative processes in visual arts, music,
dance and dramatic arts each year. Through these disciplines, students will learn to manipulate artistic
elements and apply design strategies in different contexts. Students will also become familiar with
notation and movement in music and dance while using the arts as a springboard to explore traditional,
contemporary, aboriginal and global cultural connections. Students will also understand the ethical
implications of artistic inquiry and will develop a sense of personal and collective responsibility for
creating, experiencing and performing in the arts. They will build and refine their skills and competencies
in each consecutive grade. The disciplines that will be taught in Arts Education 8-9 include:
Drama and Dance
Music*
Visual Arts
*Students in Grades 8 and 9 may opt to join the Senior Chamber Orchestra. This courses will run outside
of the regularly scheduled timetable. Rehearsal times will be determined at the beginning of the school
year.
19Applied Design Skills and Technology & World Explorations 8-9
Students in Grades 8 and 9 will be able to explore applied design skills and technology courses in
curricular areas that include culinary arts, computational thinking, coding, entrepreneurship and design
thinking. World explorations options will include an outdoor experiential education and leadership as
well as Spanish language and culture and foods of the world. Each area of learning will provide students
with the opportunity to generate ideas, make, share, and apply new skills in 21st century contexts.
Culinary Arts: Cooking and Cuisine 8-9
Computational Thinking: Coding and Robotics 8-9
Entrepreneurship: Design Thinking for Society 8-9
• Nature Lab: Leading Outside 8-9/The Duke of Edinburgh’s International Awards 9
• Mini MUN: Learning how United Nations make global decisions
• World Culture: Foods and Fashion of the World 8-9
• Choral Music of the World: Concert Choir 8-9
The Duke of Edinburgh’s Award Overview
Students in the Grade 9 program who are 14 years of age or older will have the opportunity to voluntarily
begin the Duke of Edinburgh International Award program. Students will be encouraged to take some
time during Nature Lab classes and the Outdoor Leadership Trip to develop their skills, interests and
plans for completing their award level. This is an internationally renowned program that supports
students in the development of self, leadership, service to others, outdoor learning, physical recreation
and skill development. There are three levels – Bronze, Silver and Gold.
For each level there are four sections to be completed:
• Service: Volunteer in the community
• Skill: Develop a skill or hobby
• Adventurous Journey: Explore the natural environment
• Physical Recreation: Exercise and stay active
• At the Gold level, there is one additional section: A Residential Project (5 days in a new
environment working with new people)
*Students in Grade 9 will participate at the bronze award level
20Outdoor Leadership Trip 8: Exploratory Program QMS Community Building
Pre-requisite: None
This is an exploratory place-based trip which will provide students with an opportunity to experience
outdoor education, leadership and collaborative learning at Strathcona Park Lodge. It will take place
over four days from September 11-14, 2018. Students will challenge themselves through a variety of
outdoor activities including canoeing, kayaking and high ropes initiatives. Through these experiences,
students will begin to develop an emerging understanding of personal and group leadership skills. The
“Art in the Park” program will support students in developing an appreciation and awareness of human
interaction with the natural environment.
*This trip requires additional clothing and equipment. Please refer to the Grade 8-12 outdoor leadership
packing list in Section 31.0 of the Senior School Academic Program Guide.
Outdoor Leadership Trip 9: Facing Challenges QMS Community Building
Pre-requisite: None
This is an introductory place-based trip designed to help build the core competencies of thinking and
communication while simultaneously developing students’ personal understanding of leadership in the
outdoors. It will take place over four days from October 9-12, 2018 at Strathcona Park Lodge. Students
will be introduced to basic outdoor education planning and safety, leadership skills and the
fundamentals of outdoor wilderness survival. Students will become familiar with the social, cultural,
economic and historical significance of the local environment on Vancouver Island. Environmental
sustainability and First Nations’ relationship to the environment will be introduced to students during a
wilderness skills workshop and day trip to the Campbell River Museum.
*This trip requires additional clothing and equipment. Please refer to the Grade 8-12 outdoor leadership
packing list in Section 31.0 of the Senior School Academic Program Guide.
Physical & Health Education 8 and 9 QMS Required Course
Pre-requisite: None
Physical and Health Education 8 and 9 will explore the big ideas of physical activity, fitness, health and
wellness. This includes the development of physical literacy and an understanding of fundamental
movement skills. Physical and Health Education will also emphasize healthy and active living, social and
community health. In addition to participating in physical activity and sports, students will develop
strategies to pursue personal-healthy living goals. Students will develop and refine these skills in each
consecutive grade.
215.0 Grades 10–12 Graduation Program
British Columbia Ministry of Education Requirements
The British Columbia Ministry of Education requirements for Grades 10 to 12 are described in terms of
credits. A course generally earns two-four credits, although there are some exceptions to this. In Grades
10 to 12, each student must earn a minimum of 80 credits in total in order to graduate. This includes
Career & Leadership Explorations 10 and 12, and 28 credits of “Elective Credits” of which at least 16
credits are earned at the Grade 12 level, including English Language Arts 12.
Note: Courses in Grades 10 to 12 may be offered as 1, 2 or 4 credit courses.
Queen Margaret’s School Graduation Program
In addition to the requirements set out by the British Columbia Ministry of Education, Queen Margaret’s
School requires the following criteria be met:
Grade 10
• Language 10: French 10, Introduction to Japanese 11, or English Language Development 10
• Outdoor Leadership Trip 10: Building Confidence
• A full timetable of classes
Grade 11
• Communications 12—Students will be required to take this course based on the assessment and
recommendation of the Grade 10 English teacher. An additional fee for Communications 12 will
apply.
• Outdoor Leadership Trip 11: Building Relationships
• A full timetable of classes
Grade 12
• Four (4) Grade 12 level academic courses
• A full timetable of classes
• Communications 12—Students will be required to take this course based on the assessment and
recommendation of the Grade 11 English teacher. An additional fee for Communications 12 will
apply.
• Outdoor Leadership Trip 12: Leading Sustainability
225. 1 2018-2019 Graduation Program Requirements
Certificate of Graduation
2018-2019 Graduation Program Requirements
The BC Certificate of Graduation or "Dogwood Diploma" is awarded to students who successfully
complete the provincial graduation requirements.
If you are entering Grade 10 or 11 in 2017-2018, or later, you are on the new Graduation Program.
To graduate, you will require 80 credits total – with a minimum of 16 at the Grade 12 level, and 28
elective course credits. 52 credits are required from the following:
• Two (2) Career Education courses (8 credits total)
• Physical and Health Education 10 (4 credits)
• Science 10 (4 credits), and a Science 11 or 12 (4 credits)
• Social Studies 10 (4 credits), and a Social Studies 11 or 12 (4 credits)
• A Math 10 (4 credits), and a Math 11 or 12 (4 credits)
• A Language Arts 10, 11 & 12 (12 credits)
• An Arts Education 10, 11, or 12 and/or an Applied Design, Skills, and Technologies 10, 11,
or 12 (4 credits)
In addition, students on the new Graduation Program must also complete the two new
Graduation Assessments:
• Numeracy Assessment
o The Numeracy Assessment will be introduced in 2018
January 2018—managed implementation with small subset of students
June and August 2018—full provincial implementation
• Literacy Assessment
o The Literacy Assessment will be introduced in January 2020 (students graduating
in the 2018-2019 school year will take a Language Arts 12 course and associated
provincial exam to satisfy this graduation requirement for the new Graduation
Program).
23British Columbia International Student Graduation Credit Policy
This policy recognizes that international students working towards a Dogwood Diploma may begin their
studies in a British Columbia school at a point other than the beginning of their Grade 10 year. Regardless
of when students begin their graduation programs, international students must meet all graduation
requirements as well as the requirements set out in this policy in ways that ensure competence in one
of Canada's two official languages in order to obtain a Dogwood Diploma.
In addition, there are a number of specific conditions that pertain to international students (who have
not been educated in either English or French for the previous two years). Such international students:
• May earn credit for English Language Arts 10, Science 10 and a Mathematics 10 either through
course enrolment or challenge, or through an equivalency assessment. Required Graduation
Assessments are mandatory for students who enroll in or challenge these courses. The Required
Graduation Assessments are not mandatory for students obtaining credit through equivalency
for these courses.
• Must also earn credit for Career & Leadership Explorations 12 (Graduation Transitions) through
a school-supported course or process. International students must be assessed to determine if
all the Graduation Transitions Prescribed Learning Outcomes have been met, regardless of the
grade level at which they enter a British Columbia school. Like students on the 2004 Graduation
Program, when the requirements have been met, international students will be assigned four
(4) credits and “requirements met (RM)” will be noted on their transcript.
• Must earn credit for courses in the following categories through instruction from a British
Columbia-certified teacher. No equivalency review or challenge process is permitted:
English Language Arts 11
English Language Arts 12
One of Science 11 or 12
One of Mathematics 11 or 12
Social Studies 11 or 12
Career & Leadership Explorations 10/11
Career & Life Connections + Capstone 12 (Graduation Transitions)
• Other Graduation Program courses may receive credit through an equivalency review or
challenge process.
24You can also read
