You are on page 1of 27

Report Card Comments & Next Steps

a
Subject Level Comment Next Step
Learning Skills:
Responsibility
N/S <First name> sometimes/rarely
demonstrates responsibility by
submitting assignments on time
and mnaging <his/her> own
behaviour.

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

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


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

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

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

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

Although {Name} often starts {his/her}
work promptly, {he/she} would
sometimes benefit from asking for
help to make the expectations and
concepts a little clearer.

(Name) is encouraged to more
consistently assesses (HIS/HER) own
learning by referring to a unit or
assignments success criteria.
(N) When working
independently, *N* rarely uses
class time appropriately without
direct teacher supervision. With
assistance, *N* can assess *2*
own work by referring to
learning goals and success
criteria.

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

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

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

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


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

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

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

(Name) is encouraged to explore
(his/her) potential for leadership by
becoming more involved in (his/her)
school community.
Learning Skills:
Organization
N/S Although {Name} appears
organized, {his/her}
assignments are often
misplaced and class time is
wasted because needed
materials are not at hand or
have been repeatedly left at
home

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

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

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

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

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

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


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

{Name} has demonstrated

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

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


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


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

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

.

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

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

Language:
General
1 X is performing well in some
areas of school while others still
require further attention. He
continues to enjoy reading a
variety of materials during silent
reading. X accepts
responsibility on most occasions
for class work and assignments
however further attention to
detail is required in order to
achieve more. X began to show
great attention to detail when he
completed the newspaper
project. Improvements could be
made in part by being more
attentive towards his
organizational skills (example:
keeping notes neat and in
place), as well as the regular
use of a planner to record due
dates and other important
expectations. I encourage X to
use his time effectively in class
as this would provide him with
an opportunity to ask questions
for clarification when necessary

as well as a chance to receive
assistance. Class time for
assignments should be
respected and used properly by
staying focused and on task. X
has opportunity for greater
success this year if he can set
goals for himself that are
challenging, yet attainable. I
believe X can take the
necessary steps that will lead to
his success in the classroom!


2


3


4

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


2

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

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

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


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

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

Language:
Writing
1


2

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


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

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

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







As {he/she} writes more, {he/she} will
become even more confident in these
writing traits.
{He/She} used different types of
sentences and showed good
knowledge of spelling,
capitalization, punctuation and
grammar.

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

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

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


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

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

Language: Oral
Communication
1


2

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

3


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

{Name} is encouraged to use the
graphic organizers provided to
arrange {his/her} ideas effectively and
prepare for {his/her} writing.
{Name} would benefit from stepping
outside of {his/her} comfort zone and
reading increasingly challenging texts
as well as texts outside of {his/her}
usually chosen genre.
{Name} is encouraged to begin to
introduce more complex sentences
and more expressive language into
{his/her} writing.
{Name} is encouraged to continue to
think critically about all types of
media.
{Name} is encouraged to take the
time to brainstorm ideas before
writing.
{Name} is encouraged to respond
positively to ideas expressed by
others during class and small group
discussions.
{Name} is encouraged to ask
questions and write down key ideas
when reading.
{Name} is encouraged to practise
different reading strategies when
reading independently to ensure
comprehension and understanding.
Language:
Media Literacy
1


2


3


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


FRENCH
IMMERSION
1


2



3


4

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


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

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

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

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


2

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

3

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

4

*N* is encouraged to evaluate
and reflect upon the
effectiveness of applied
strategies.
Consider using a variety of
alternate strategies when
solving problems in order to
analyze their effectiveness.
*N* is encouraged to use
estimation strategies to check
the reasonableness of *2*
answers.
is encouraged to continue to
use estimation skills to ensure
logical solutions/reasonable
answers.
is encouraged to continue to
develop, select and apply
problem-solving strategies as
s/he poses and solves
problems, to help deepen
his/her mathematical thinking.
should continue to use a
problem solving model to
explain his/her mathematical
reasoning and thinking.
is encouraged to maintain the
high standards he/she has set
for him/herself in all strands of
mathematics
is encouraged to find new
applications of mathematics
in everyday life.
Math: Number
Sense
1

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

2


3


4

Math:
Measurement
1


2


3


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

Math: Patterning
and Algebra
1


2


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


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

extends patterns in a table of
values and uses that information
to solve multi-step problems.
(Grade 7)
Math: Geometry
and Spatial
Sense
1


2


3


4

Math: Data
Management
and Probability
1


2


3


4

Core French
1


2


3


4

Science:
General
1


2


3


4

Science: Gr. 6
1


2


3


4


4

Science: Gr. 7
1 With assistance, *N* is

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

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












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


2 With assistance, *N* is able to
investigate the properties and
characteristics of pure
substances and mixtures. *5*
written and oral communication
of class investigations lack detail
and clarity. *4* struggles to
demonstrate *2* understanding
of the particle theory. *N* should
review *2* notes regularly and
ask for assistance to clarify
concepts. Through participation
in classroom discussions and
inquiries, *1* demonstrates
some understanding of
structures and the forces that
act on them and is able to

analyze the factors that need to
be considered when designing
and building structures. *N* is
encouraged to ask questions
that demonstrate curiosity about
the world around *6*.

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


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











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


{Name} successfully
demonstrated an
understanding of the
characteristics of mechanical
mixtures and solutions and
the world's biomes and
ecosystems. {He/She} has
demonstrated understanding
that biotic and abiotic factors
interact to form ecosystems,
and that human technology
affects those ecosystems.
Science: Gr. 8
1 With assistance, *N* is
beginning to investigate the
basic structures of plant and
animal cells. *5* written and oral
communication of class
investigations lack detail and
clarity. *4 struggles to
demonstrate understanding of
the functions and processes of
plant and animal cells. *N*
should review *2* notes
regularly and ask for assistance
to clarify concepts. Through
participation in classroom
discussions and inquiries, *1*
demonstrates some
understanding of physical and
social systems and assesses
the personal, social and
environmental impacts of a
system. *N* is encouraged to
ask questions that demonstrate
curiosity about the world around
*6*
*4* should ask questions of
the teacher when completing
assignments if the material
presents new ideas or there
are misunderstandings in the
results.
*N* is encouraged to continue
to hone *2* woodworking
skills under the direct
supervision of a
knowledgeable adult.

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

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

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

In our science unit about cells,
~name learned that cells are the
*N* should continue to use
*2* knowledge of the scientific
method and the design
process to solve everyday
problems.
basis of life. He demonstrated
thorough understanding of why
some organelles, such as
chloroplasts, are found only in
plant cells, as well as how
different organ systems work
together to react to stimuli and
move the human body. When
investigating systems, ~name
learned that mechanical
systems are designed to make
work easier. He was able to
calculate force and work, and
explained how the strength of a
planets gravitational field affects
a persons weight and mass. He
should review how a screw and
a ramp are similar simple
machines.
Social Studies:
Gr. 6
1

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

2


3


4

History: General
1

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

2


3


4

History: Gr. 7
1


2


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

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

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

4

History: Gr. 8
1

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

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

2


3


4

Geography:
General
1

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

2


3


4

Geography: Gr.
7
1 *N* consistently demonstrates
an understanding of significant
patterns in Earths physical
features and of some natural
processes and human activities
that create and change those
features. *4* consistently uses
the geographic inquiry
(research) process to
investigate issues related to the
impact of the
extraction/harvesting and/or use
of natural resources around the
world from a geographic
perspective. *N* consistently
analyses aspects of
extraction/harvesting, and use of
natural resources in different
regions of the world, and
assesses ways of preserving
these resources.

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

2 General comment:
In Geography, {Name} explored
opportunities and challenges
presented by the physical
environment and the ways in
which people around the world
have responded to them during
{his/her} research project on

_________. {Name} then
demonstrated understanding of
the uses of Canadas natural
resources and how they have
contributed to Canadas
economic development during
{his/her} research project on
____. {Name} should try
creating a link between {his/her}
research and any graphs and
maps included in his/her project
in order to prove his/her
understanding of the subject.


3


4

Geography: Gr.
8
1


2

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

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


4 In geography, the first topic of
study was patterns in human
geography. ~name was able to
explain the important differences

between urban and rural
settlements. In detail, she
explained how appropriate
technology has become
increasingly important in the
lives of people in developing
nations, by being eco-friendly,
easily operable, and improving
transportation and agriculture.
Our second unit focused on
world economic patterns. In her
research project about the
economy of ________, ~name
made insightful observations
and conclusions about
challenges facing the country,
such as the AIDS epidemic and
inequities in education.
Health
1

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

2


3


4

Phys. Ed.
1


2
A focus for this term has
been active participation,
sportsmanship and skill
building through

coooperative sports,
volleyball and basketball.*N*
is encouraged to always be
prepared for gym class by
remembering to bring proper
gym attire and to participate
more enthusiastically in the
class physical activities.

3
s


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

Dance
1


2


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


4

Drama
1


2


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

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

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


Music
1


2


3


4

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


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


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

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


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

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

c