ADST - Entrepreneurship/Marketing 8

Emerging

• (Student) demonstrates a basic understanding of the design process and can share their ideas with others.
• (Student) is working towards using feedback from others and reflecting on (his/her/their) own design thinking to help make decisions about next steps with (his/her/their) planning testing and sharing.
• (Student) engages in peer conversations during collaborative learning and enjoys working with others.

Developing

• (Student) has demonstrated a developing understanding of design process. (He/She/They) can generate potential ideas and share those ideas with others.
• (Student) is working on moving past the ideating stage by developing a plan that identifies the key stages and resources needed to implement (his/her/their) ideas.
• (Student) expresses curiosity about others ideas and is showing more comfort and confidence in sharing feedback to (his/her/their) peers.

Proficient

• (Student) has demonstrated proficiency in the design process. (Student) is able to take an idea from the opportunity stage, share (his/her/their) ideas with others to generate feedback and then make decisions to be able to prototype.
• (Student) was creative with (his/her/their) design choices and was able to evaluate (his/her/their) product against criteria to make decisions about what was missing and what to add next.
• (Student) is working towards being more open to others ideas when working collaboratively during group projects.
• (Student) approaches challenges with curiosity and is able to identify and empathize with the needs of (his/her/their) users.

Extending

• (Student) has demonstrated an extending level of understanding of the design process.
• (Student) generated many ideas when designing (his/her/their) product and was able to combine concepts in order to create a prototype that would benefit (his/her/their) target market. This idea combined both consumer wants and needs and was considerate of budget constraints, sustainability targets and global competition. (His/Her/Their) final presentation of the product was engaging, creative and utilized (his/her/their) skills in digital media to help effectively share (his/her/their) ideas with the class.
• (Student) is working toward editing down (his/her/their) ideas to be able to focus on one idea to pursue.
• (Student) embraces challenges with curiosity and is continually trying to improve the product based on the varying needs of multiple users.

Arts Education - Visual Arts 9

Emerging

(Student) is beginning to purposefully select and combine the elements and principles of art to create personally meaningful works of art. Through this use of the elements of design (he/she/they) (is/are) able to use different forms of line and texture to create visual interest using a variety of drawing tools. (Student) is continuing to work on (his/her/their) understanding of social and cultural importance and impact of local artists and art making. (Student) was hesitant to contribute to group discussions when sharing (his/her/their) personal ideas but showed an interest in learning about and providing feedback on the ideas of others.

Developing

(Student) shows a developing understanding of the competencies and content of visual arts. (Student) was able to engage in creating works of art using a variety of mediums including those used to draw, paint and create basic structures using clay (pinch pot). (Student) is continuing to work towards adapting (his/her/their) ideas during the design process and to adjust techniques when faced with creative challenges during art making. (Student) was an enthusiastic participant in our collaborative creative challenges and helped to build confidence in other students, encouraging their ideas and participating during our 'upcycle' project.

Proficient

(Student) has shown evidence of being able to reason and reflect in (his/her/their) ideas and image development through the creative process. (His/Her/Their) art work shows proficiency in the exploration of materials, tools, techniques and the development of new ideas, and independently taken part in art room processes. All (his/her/their) creations show exploration of personal interests, imagination and inquiry, which is evident in (his/her/their) Self-Portrait Inquiry project. (Student) is continuing to work on (his/her/their) use of the elements, principles and image development strategies to create mood, effect or meaning. (He/She/They) (has/have) been a positive influence of (his/her/their) peers in (his/her/their) participation and willingness to take risks. (Student) is often engaged in conversations with others about their art work and loves to share feedback and suggestions for next steps.

Extending

(Student) has demonstrated a sophisticated ability to create, describe, interpret and reflect on personal art making. (Student) refined and pushed (his/her/their) thinking during the planning process which allowed them to compose pieces that combined various mediums in unexpected ways. This inspired use of materials allowed them to create a piece that included a physical and interactive component for the viewer. This art piece started as an individual project and turned into a collaborative project for our entire junior program. (Student) continues to work towards being able to critically analyze the art work of others and share (his/her/their) feedback with confidence. (Student) is working on asking purposeful questions from (his/her/their) teacher or peers to help (him/her/them) make decisions about next steps during (his/her/their) planning and creating processes.

94% (A)

[Student] independently draws on experiences, feedback, and research to make informed plans for life after graduation.

Strengths

• Evaluates personal strengths, values, transferable skills, and outside influences when considering future options.

• Uses evidence from career-life exploration and Core Competency growth to create and present a purposeful capstone.

Next step

• Evaluate how financial needs, personal well-being, and changing opportunities may affect the post-graduation plan, then identify strategies for adapting.

82% (B)

[Student] takes an active role in career-life exploration, mentoring, and planning for life after graduation. Reflection connects experiences from school, work, volunteering, or the community to transferable skills and Core Competency growth. Relevant evidence and feedback are organized into a clear capstone. The next step is to explain more fully how the evidence supports the selected post-graduation plan.

71% (C+)

[Student] participates in career-life exploration, reflection, and capstone preparation with growing independence.

Strengths

• Identifies skills developed through experiences at school, work, volunteering, or in the community.

• Selects evidence that shows learning and progress toward a post-graduation goal.

Next step

• Explain how one career-life experience developed a transferable skill and how that skill will support the selected post-graduation plan.

65% (C)

[Student] participates in career-life activities and completes capstone milestones with reminders. Evidence from a career-life experience shows an ability to communicate respectfully and collaborate with others in a workplace or community setting. The next step is to explain how these transferable skills connect to a realistic post-graduation goal.

55% (C−)

[Student] participates in career-life exploration and capstone preparation with guidance and clearly defined milestones.

Strengths

• Identifies a personal strength and a possible option for life after graduation.

Next step and ways to support

• Using a provided capstone template and milestone checklist, explain what was learned from one experience, identify one skill developed, and connect the learning to a post-graduation goal, checking in for guidance at each milestone.

93% (A)

[Student] takes initiative in exploring career-life opportunities and uses labour-market information, personal experiences, and advice from others to evaluate options. An understanding of digital presence, workplace expectations, and school/work/life balance informs decision-making. The next step is to connect with someone working or studying in an area of interest and use the information gathered to identify one new possibility or action.

81% (B)

[Student] takes an active role in career exploration, networking, and profile-development activities.

Strengths

• Communicates personal strengths, skills, and accomplishments through a résumé, interview, or digital profile.

• Uses research and guidance from others to explore education and work opportunities.

Next step

• Examine how digital presence can affect future opportunities and make one purposeful improvement to a personal or public profile.

70% (C+)

[Student] participates in career exploration activities and contributes ideas during class discussions and planning tasks. Demonstrates an understanding of personal strengths, possible education or work options, respectful workplace behaviour, safety, and digital responsibility. The next step is to identify a possible challenge in one area of interest and develop a practical strategy for responding to it.

64% (C)

Student] takes part in career-life activities when tasks and timelines are clearly established.

Strengths

• Connects one personal strength or interest to a possible education or work option.

• Recognizes expectations for respectful, safe, and responsible behaviour in workplace and digital settings.

Next step

• Using provided questions, research one education or work option and identify the skills, training, and support needed to pursue it.

56% (C−)

[Student] takes part in career-life learning with guidance and clearly defined tasks.

Strengths

• Identifies personal interests and strengths.

• Recognizes some expectations for safe and respectful workplace behaviour.

Next step and ways to support

• Using a provided career-profile template and checklist, identify one strength, one related education or work option, and one person or resource that can support further exploration, checking in for guidance at each stage.

Grade 10 Electronics and Robotics Sample Comments

Electronics and Robotics 10: 93% (A)

[Student] is highly engaged in the applied design process and contributes thoughtful ideas to electronics and robotics projects. Strong knowledge of electrical theory supports accurate construction, testing, and troubleshooting of circuits from schematic drawings. Robotic systems effectively integrate sensors, movement, control systems, and logical programming to meet identified needs. The next step is to use testing data and user feedback to refine designs while considering their social and environmental impacts.

Electronics and Robotics 10: 81% (B)

[Student] is an engaged and reliable learner who uses project time productively and contributes positively to collaborative design work.

Strengths

• Applies electrical theory and schematic information effectively when building and testing circuits.

• Constructs and programs functional robots using sensors, movement, control elements, and logical sequences.

Next step

• Document design changes and explain how testing results, constraints, and feedback informed each revision.

Electronics and Robotics 10: 70% (C+)

[Student] participates positively in electronics and robotics activities and is developing confidence with tools, components, and programming technologies. An understanding of series and parallel circuits is evident when constructing simple circuits from schematics with some guidance. Robotic systems use basic sensors, movement, control elements, and logical sequences. The next step is to use testing tools and recorded results more independently to troubleshoot circuits and refine robotic programming.

Electronics and Robotics 10: 64% (C)

[Student] participates in electronics and robotics projects with occasional reminders to remain focused and complete each design stage.

Strengths

• Demonstrates a basic understanding of electrical theory and assembles simple circuits with guidance.

• Recognizes how sensors, movement, control systems, and programming instructions work together in a robot.

Next step

• Follow a step-by-step design plan and project check list to test circuits and robotic programs, then use the results to make appropriate adjustments.

Electronics and Robotics 10: 56% (C−)

[Student] is beginning to participate in electronics and robotics projects and requires regular guidance to follow safety procedures and complete project stages.

Strengths

• Assembles basic components into portions of a circuit using a schematic and support.

• Recognizes connections between hardware, movement, and programmed instructions.

Next step and ways to support

• Using a provided schematic and project checklist template, complete a manageable circuit or robotics task, check in regularly for guidance, test the design, and make one adjustment.

ELA - Oral

Emerging

(Student) is beginning to develop (his/her/their) oral language skills by sharing ideas in small/large (select one or both) group discussions using sentence starters. (He/She/They) (is/are) continuing to work on asking questions to increase understanding. (Student's) next steps are to continue to take positive risks in class and build confidence.

Developing

(Student) is developing oral language skills by identifying and sharing key ideas and concepts about (topic) in small/large (select one or both) group discussions. (He/She/They) (is/are) working on asking relevant questions to deepen understanding. (Student's) next steps are to ask for support whenever necessary and persevere.

Proficient

(Student) has clearly demonstrated proficient oral language skills by contributing thoughtful ideas about (topic), asking muli-level questions to deepen understanding, and is working on extending thinking in small/large group discussions. (Student) is an enthusiastic participant and is working on listening attentively to understand different perspectives and foster meaningful interactions and discussion of ideas.

Extending

(Student) is confidently and skillfully able to share thoughtful ideas and support them with evidence. (He/She/They) (is/are) continuing to work on enhancing (his/her/their) skills as (he/she/they) explore facilitating a discussion and ensure that everyone is included and has an opportunity to participate. (Student) is a highly motivated learner and is committed to supporting the growth of their peers.

ELA - Writing

Emerging

(Student) is beginning to use the writing process to brainstorm and organize (his/her/their) ideas using prompts and graphic organizers. (He/She/They) (is/are) continuing to work on including details as well as varied vocabulary using a word banks. (Student) is eager to learn and seeks help whenever necessary.

Developing

(Student) is developing (his/her/their) ability to work with complex ideas and provide supporting details with evidence. (His/Her/Their) next steps are using an outline to organize (his/her/their) writing and focus on improving clarity and fluency in communicating (his/her/their) ideas. (Student) is engaged when in class and is working on being consistent with (his/her/their) attendance.

Proficient

(Student) is demonstrating proficiency in creating written texts.

• (He/She/They) (has/have) been effectively using the writing process and feedback to organize and communicate complex ideas with supporting evidence.
• (He/She/They) (has/have) also demonstrated proficiency in making connections between and within texts.
• (Student's) next steps are to continue to work on developing (his/her/their) style and precision of language.
• (Student) is a curious and enthusiastic learner and is open to feedback to continue to grow (his/her/their) skills and competencies.

Extending

(Student) is demonstrating sophisticated writing skills.(He/She/They) (is/are) working on using more complex and sophisticated language as well as more creative forms of written expression. (Student) has a passion for writing and expressing (himself/herself/themselves) creatively.

ELA - Representing - Visual Texts

Emerging

• (Student) is beginning to understand and create visual texts to communicate ideas.
• Demonstrating ability to create simple (insert type of text - infographic, mind map, etc.) using words and images.
• Working towards using the design process to plan and create an appropriate visual text for (insert purpose and audience).
• Enthusiastic about using (his/her/their) artistic skills to communicate (his/her/their) ideas.

Developing

• (Student) is demonstrating a growing understanding of, and skill in creating visual texts.
• Demonstrating ability to use design elements such as colour, graphics and organization to create a visually appealing text.
• Working towards ensuring consistent clarity of the message with appropriate language, relevant details and common language for a general audience.
• Enjoys being creative in class.

Proficient

• (Student) is demonstrating proficiency in creating visual texts to communicate information.
• Can design an infographic with a balance of visuals and text.
• Illustrating effective communication of the topic with details and examples for target audience.
• Working on designing communicating information to a general audience.
• Enjoys the creative process of designing visual texts.

Extending

• (Student) is demonstrating a sophisticated understanding of creating visual texts to communicate information.
• Can use the design process to create infographics for specific and general audiences that clearly communicates the message with a balance of visual, colour and text.
• Working on using comic strips to tell a story and share ideas and information.
• Enjoys the creative process of designing visual texts.

French Language Arts - 8

Emerging

(Student) demonstrates an emerging level of competency in French. (He/She/They) can prepare and present a short and relatively simple message in a written or oral document using arguments and some examples. (Student) is working towards identifying main ideas and making simple interpretations from a written text or audio document and make some inferences. I encourage (Student) to continue to participate orally in French as much as possible and seek opportunities to broaden their exposure to French language outside the classroom.

Developing

(Student) demonstrates a developing level of French competency.(Student) can prepare simple and organized written and oral texts to express ideas and support (his/her/their) point of view. (Student) can identify at a basic level main ideas and details of written or audio texts, make inferences and explain (his/her/their) interpretations. I encourage (Student) to continue to apply revision strategies and utilize the French language to deepen their understanding. (Student) makes an effort to participate fully in classroom activities and should continue to ask relevant questions and use a variety of support in the classroom and outside the classroom to acquire more extensive language structures and vocabulary.

Proficient

(Student) demonstrates a proficient level of French language competency.(He/She/They) (is/are) able to clearly organize ideas using a variety of language (vocabulary and structures) to communicate a message (orally and written). (Student) can also understand and interpret oral and written texts with confidence. (Student) is encouraged to use effective revision strategies to improve (his/her/their) work. (Student) uses all opportunities to participate with a positive attitude and takes risks in class using oral language.(Student) is encouraged to use available supporting materials to deepen background knowledge and vocabulary.

Extending

(Student) demonstrates an extending level of competency in French. (He/She/They) uses sophisticated language to explain ideas and justify their arguments both in oral and written format. (He/She/They) demonstrate a deep understanding of a variety of audio and written texts and can integrate various perspectives. (Student) uses extensive and effective strategies to improve (his/her/their) work. (Student) confidently applies new learning to participate in discussions and group work. (Student) is encouraged to seek opportunities to broaden (his/her/their) exposure to more complex and varied language to continue to expand (his/her/their) knowledge and competency in French. (Student) uses all opportunities to participate with a positive attitude and takes risks in class using oral language.

French Language Arts - 9

Emerging

(Student) demonstrates an emerging level of competency in French. (He/She/They) (is/are) able to communicate orally and in written format using simple language with some details and explanations [add examples of classroom projects or language activities]. (Student) is beginning to use strategies to comprehend a variety of texts both written and audio. (Student) would benefit from more oral participation in class and continuing to seek help and ask questions. To support the learning, (Student) is encouraged to increase (his/her/their) contact with French outside the classroom.

Developing

(Student) demonstrates a developing level of competency in French. (He/She/They) continues to progress in (his/her/their) ability to communicate a clear message using learned vocabulary and simple idiomatic expressions (both orally and in written format). (Student) can understand an increasing variety of more complex texts (both written and audio) including different literary genres and is beginning to produce similar texts. (Student) would benefit from increased oral participation in class and should continue to use strategies provided by the teacher to improve (his/her/their) language skills (written and oral).

Proficient

(Student) demonstrates a proficient level of French language competency. (He/She/They):

• (is/are) able to communicate a coherent message using learned vocabulary and idiomatic expressions. (Student) can understand a variety of texts (oral and written) in order to produce similar texts that include logical connecting words.
• I encourage (Student) to continue to take risks and embrace errors when communicating (orally and written) that will allow for growth in vocabulary.
• would benefit from speaking more during small group and whole class conversations to expand their language use to make their communication more complex.

Extending

(Student) demonstrates an extending level of competency in French. (He/She/They):

• uses sophisticated language and rich vocabulary to express more complex ideas in an organized way-including in written and oral texts.
• (is/are) able to interpret various perspectives and integrate refined arguments supported by relevant examples.
• (is/are) able to adjust language and vocabulary according to the audience and context.
• Consistently seeks opportunities to explore language structures and vocabulary not taught in class and makes attempts to use them in appropriate contexts.
  
• Is encouraged to seek varied examples of texts, both audio and written, to inspire their development in French

Humanities

In Humanities, some units are integrated and reflect combined English Language Arts and Social Studies learning standards/goals. Therefore, strength-based descriptive feedback comments could be integrated or provided separately by area of learning, specifically English Language Arts and Social Studies.

English Language Arts and Social Studies Integrated Strength-Based Descriptive Comments:

English Language Arts Learning Standard: Creating and Communicating - Use the writing process to plan, develop, and create engaging and meaningful text for a variety of purposes and audiences.

Social Studies Learning Standard: Historical Significance - Assess the significance of people, places, events, or developments at particular times and places.

Emerging

(Student) is beginning to use the writing process and organize (his/her/their) ideas by using prompts and graphic organizers to demonstrate a basic understanding of significance in history and Social Studies. (He/She/They) can identify examples that illustrate the importance of people, places or events during a specific historical time period. (Student's) next steps are to use the outline to write a cohesive paragraph. (He/She/They) (is/are) an enthusiastic learner and strive(s) to do well.

Developing

(Student) is demonstrating a developing understanding of significance in history and Social Studies. (He/She/They) (is/are) able to identify and explain the significance of people, places, or events in a historical time period with specific reason and evidence to support (his/her/their) claim. (Student's) next steps are to use the outline to develop a clear thesis and support (his/her/their) claim using historical events as supporting evidence. (He/She/They) (is/are) a collaborative learner and works well with peers.

Proficient

(Student) is proficient at determining the significance of historical people, places, or events that resulted in lasting change and deep consequences for many people over a long period of time as well as identify and explain the issues that were brought to light by the event. (He/She/They) (is/are) able to use the writing process to clearly communicate complex historical concepts and events using well-chosen evidence. (Student's) next steps are to analyze how people, places or events have influenced and shaped society. (He/She/They) (is/are) critical thinker and open to exploring multiple perspectives.

Extending

(Student) is demonstrating a complex understanding of significance in history and Social Studies. (He/She/They) (is/are) able to determine lasting change and consequences of events, and critically analyze how those events have influenced or shaped society. (He/She/They) (has/have) also demonstrated sophisticated writing skills, clearly communicating (his/her/their) thinking in a well-organized composition with carefully chosen, clearly documented supporting evidence. (Student's) next steps are to make connections with other historical or current events. (He/She/They) (is/are) a critical and creative thinker and (is/are) able to identify re-occurring themes and patterns in history and Social Studies.

For more descriptive feedback related to Humanities, please go to the English and Social Studies tiles.

International Languages

Emerging

(Student) is currently demonstrating an emerging level in (Core and Intensive French/Punjabi/Spanish/Japanese). (He/She/They) (is/are) beginning to use strategies to support communication such as using a picture dictionary to look up words they do not know.(Student) is encouraged to speak more in class using complete sentences in the target language.(Student) is becoming more comfortable engaging in peer-to-peer conversation and I encourage them to seek clarification of vocabulary meaning with teacher when needed.

Developing

(Student) is currently demonstrating a developing level in (Core & Intensive French/Punjabi/Spanish/Japanese). (He/She/They) (is/are) developing the ability to exchange ideas and information in the target language using complete sentences, both orally and in writing. Students are currently learning how to order food at a restaurant. (He/She/They) would benefit from reviewing notes and new vocabulary provided in class on a regular basis. (Student) is encouraged to engage more in conversations about current themes that we are studying.

Proficient

(Student) is currently demonstrating a proficient level in (Core & Intensive French/Punjabi/Spanish/Japanese). (He/She/They) (has/have) demonstrated how (Francophone/Punjabi/Spanish/Japanese) culture is expressed through creative works in a thorough manner. (He/She/They) (was/were) able to create a clear and detailed travel brochure with learned vocabulary. Student) is encouraged to research ways to engage in further cultural experiences. (Student) has shown a positive willingness to collaborate with (his/her/their) peers in small and large group conversations.

Extending

(Student) is currently demonstrating an extending level in (Core & Intensive French/Punjabi/Spanish/Japanese). (Student) extends learning by being able to narrate stories, both orally and in writing with clear fluency, pronunciation and a high degree of comprehension in the target language. (He/She/They) (is/are) able to role play a short story we have been reading in class.(Student) is encouraged to explore other forms of media in (French/Punjabi/Spanish/Japanese) to continue (his/her/their) understanding of the language. (Student) has been taking risks to extend language boundaries such as showing confidence to initiate conversations with different people.

Leadership 11 — 92% (A)

Student] shows strong engagement and curiosity about leadership and regularly makes connections between course learning and experiences within the school community. In challenging situations, different perspectives are considered and leadership approaches are adapted to support the group and resolve problems. Reflection and feedback are used to evaluate the impact of decisions on others and strengthen a personal philosophy of service. A next step is to further develop mentorship skills by helping others recognize and build their own leadership strengths.

Leadership 11 — 79% (B)

[Student] engages actively in the practical aspects of the course and takes responsibility for planning and carrying out leadership activities.

Strengths

• Selects leadership styles that fit different situations and works effectively as part of a group.

• Communicates respectfully, listens to different perspectives, and contributes to group decisions.

• Reflects on leadership experiences and identifies changes that could improve future actions.

Next Steps

• Adapt leadership approaches when group needs or circumstances change.

• Consider how leadership decisions affect others when planning and leading activities.

Leadership 11 — 69% (C+)

[Student] engages well in collaborative learning, listening to different perspectives and contributing ideas when working with others. Strengths include communicating respectfully, working with others to plan activities, and solving problems that arise during projects. Reflection is used to identify successes and areas for improvement. A next step is to set specific leadership goals and use feedback and reflection to strengthen planning and decision-making in future activities.

Leadership 11 — 63% (C)

[Student] shows engagement through reflection and is willing to consider feedback about leadership experiences.

Strengths

• Identifies different leadership styles and uses familiar leadership skills when working with others.

• Communicates respectfully and can describe what worked during a leadership experience.

Next Steps

• Choose a leadership approach that fits the needs of the group or situation.

• Reflect on how leadership choices affect others and the outcome of an activity.

Ways to Support

• Before an activity, think about what the group needs and choose one leadership approach to try.

• Afterward, reflect on what worked, how others responded, and what could be done differently next time.

Leadership 11 — 55% (C−)

[Student] is most engaged during hands-on leadership activities and contributes to shared tasks when working with peers.

Strengths

• Recognizes different leadership styles and demonstrates an understanding that leadership involves communication, responsibility, and working with others.

• Identifies responsibilities involved in working as part of a group and communicates ideas respectfully.

Next Steps

• Use leadership skills more intentionally when working with others to take initiative.

• Identify how personal choices and actions affect the group and the outcome of an activity.

Ways to Support

• Use a simple planning checklist to identify the goal, your responsibility, and one leadership skill to practise during the activity.

• Take a moment to reflect after the activity to identify what you contributed, how your actions affected the group, and one thing to try next time. Share with the teacher or peer.

Leadership 12: 93% (A)

[Student] is highly engaged in leadership learning and consistently takes initiative in collaborative projects and service activities. Strong communication, ethical decision-making, and problem-solving skills support effective work with diverse groups. Reflection and feedback are used thoughtfully to evaluate project outcomes and strengthen leadership practice. The next step is to adapt leadership approaches more intentionally in complex situations using evidence from group and project outcomes.

Leadership 12: 81% (B)

[Student] is an engaged and reliable member of the leadership community who contributes positively to projects and service initiatives.

Strengths

• Communicates respectfully, listens to different perspectives, and contributes to healthy group dynamics.

• Applies effective leadership skills when planning and implementing projects.

Next step

• Use reflection and feedback to evaluate project outcomes and adapt leadership approaches to different groups and situations.

Leadership 12: 70% (C+)

[Student] participates positively in Leadership 12 and contributes to group projects, event planning, and service activities. A growing understanding of communication, collaboration, and responsibility is evident when completing assigned roles and supporting peers. The next step is to take greater initiative in group decisions and use reflection to identify how leadership choices influenced the project or group.

Leadership 12: 64% (C)

[Student] participates in leadership activities with occasional reminders to remain focused and follow through on assigned responsibilities.

Strengths

• Demonstrates an understanding that leadership involves communication, teamwork, responsibility, and service.

Next step

• Apply self-regulation strategies by using a project checklist to plan responsibilities, monitor progress, and follow through on commitments, strengthening individual leadership capacity.

Leadership 12: 56% (C−)

[Student] is beginning to participate in Leadership 12 and requires regular guidance to remain involved in group activities and complete assigned responsibilities. Respectful communication and cooperation are evident when roles and expectations are clear.

As discussed on [date], [Student] will focus on completing one clearly defined responsibility during each leadership activity and communicating progress to the group. The teacher will divide larger responsibilities into manageable steps and provide a project checklist and regular check-ins.

Leadership 12: Insufficient Evidence

There is currently insufficient evidence to determine [Student]’s level of achievement in Leadership 12. When participating, [Student] communicates respectfully and responds to clearly defined responsibilities. More evidence is needed of planning, collaboration, problem-solving, and reflection within a leadership role.

As discussed on [date], [Student] will complete an agreed-upon leadership responsibility and reflect on the leadership strategies used and their impact on the group or project. The teacher will provide clear steps, a project checklist, and regular check-ins. Progress will be reviewed by [date].

Library Learning Commons Inquiry 12: 93% (A)

[Student] is highly engaged in independed inquiry and consistently contributes informed ideas to the Library Learning Commons community.[Student] demonstrates strong inquiry-research skills by locating, evaluating, and synthesising information from varied print and digital sources, and effectively applies information, digital, and critical literacy skills to develop a meaningful inquiry project. Next steps are to extend the project’s impact by sharing findings with a broader audience and to deepen consideration of cultural context, including the presence of authentic Indigenous voices in selected resources.

Library Learning Commons Inquiry 12: 81% (B)

[Student] is engaged in independent inquiry and contributes ideas, perspectives, and support to the Library Learning Commons community.

Strengths

• Demonstrates effective information-literacy skills by locating and evaluating relevant print and digital sources for the inquiry project.

• Works independently and communicates effectively when supporting peers and contributing student perspectives to the Library Learning Commons.

Next steps

• Adapt how findings are shared for different audiences and purposes.

• Strengthen reflection by monitoring progress, responding to feedback, and identifying specific adjustments to the inquiry process.

Library Learning Commons Inquiry 12: 70% (C+)

[Student] engages positively in inquiry learning and contributes respectfully to the Library Learning Commons community. [Student] locates relevant print and digital sources and evaluates whether they are accurate, reliable, and useful to the inquiry. [Student] selects evidence from sources and explains how it supports findings and connections to the inquiry question. Next steps are to compare perspectives across sources and use evidence from multiple sources to develop stronger conclusions.

Library Learning Commons Inquiry 12: 64% (C)

[Student] engages in inquiry activities and contributes ideas related to their inquiry and the Library Learning Commons community.

Strengths

• Uses an inquiry question to guide research and selects information that is relevant to the topic.

• Evaluates sources for basic features such as relevance, accuracy, and reliability.

• Uses information from selected sources to explain findings related to the inquiry question.

Next Steps

• Compare information across sources and consider how perspective, purpose, and context may influence the information presented.

• Use evidence from multiple sources to make connections and support conclusions.

Ways to Support

• When reviewing sources, compare two sources on the same topic and note differences in perspective, purpose, and the evidence each provides.

• Before finalizing a conclusion, identify evidence from at least two sources that supports it and consider whether another source offers a different perspective.

Library Learning Commons Inquiry 12: 56% (C−)

[Student] engages in inquiry activities and contributes information related to their inquiry and the Library Learning Commons community.

Strengths

• Develops an inquiry question and gathers information from print and digital sources related to the topic.

• Identifies information within selected sources that relates to the inquiry question.

• Uses information from a source to support an idea or finding.

Next Steps

• Evaluate selected sources for relevance, credibility, and perspective before using them in the inquiry.

• Explain how evidence from selected sources connects to the inquiry question and supports findings.

Ways to Support

• Before using a source, check who created it, why it was created, when it was published, and whether the information directly relates to the inquiry question.

• For each key piece of evidence, write a brief note explaining how it helps answer the inquiry question before including it in the project.

Mathematics

Emerging

Overall, (Student) has demonstrated an Emerging understanding of the concepts and competencies in Mathematics 8.

• Has demonstrated a partial understanding of volume (i.e., is able to to determine the volumes of rectangular and triangular prisms).
• Is working towards a partial understanding of adding and subtracting fractions (i.e., proper fractions with unlike denominators).
• Can describe the steps they used to find answers and is encouraged to explain more of (his/her/their) thinking process
• Is working on contributing more in collaborative groups.

Developing

Overall, (Student) has demonstrated a Developing understanding of the concepts and competencies in Mathematics 8.

• Has demonstrated a comprehensive understanding of multiplying and dividing fractions (i.e., is able to multiply and divide mixed numbers).
• Is working towards a more comprehensive understanding of estimating and determining square roots (i.e., increased accuracy and additional strategies).
  
• Can use a single strategy to solve problems and is encouraged to develop and apply multiple strategies.
  
• Is open to others' ideas in collaborative groups.
  

Proficient

Overall, (Student) has demonstrated a Proficient understanding of the concepts and competencies in Mathematics 8.

• Has demonstrated a comprehensive understanding of the Pythagorean Theorem (i.e., is able to determine an unknown side length in a right triangle).
• Can use multiple strategies to solve problems and is encouraged to evaluate which strategies are more efficient or elegant.
• Is working towards a sophisticated understanding of linear relations (i.e., solving challenging or unfamiliar problems).
• Is working on being more open to others' ideas in collaborative groups.

Extending

Overall, (Student) has demonstrated an Extending understanding of the concepts and competencies in Mathematics 8.

• Has demonstrated a sophisticated understanding of linear relations (i.e., is able to generalize relationships between graphs, equations, and contexts).
• Can select and use appropriate representations (i.e., concrete, pictorial, and symbolic) and is encouraged to consider the advantages and limitations of each of these representations.
• Is working towards a deeper understanding of surface area (i.e., composite 3-D objects).
• Is encouraging of others in collaborative groups.

Peer Tutoring 11: 93% (A)

[Student] is highly engaged in the peer tutoring role and consistently takes initiative when supporting learners in different classroom contexts. [Student] selects and adapts learning, self-regulation, and organizational strategies to meet individual needs and uses active listening and thoughtful questions to deepen understanding. [Student] also models respectful, inclusive, and ethical behaviour, contributing to a safe and positive learning environment. The next step is to evaluate the effectiveness of selected tutoring strategies using specific evidence from the learner's response or progress and continue refining approaches when responding to unfamiliar learning needs.

Peer Tutoring 11: 81% (B)

[Student] is an engaged and dependable peer tutor who participates consistently and contributes positively to classroom learning.

Strengths

• Selects different strategies, routines, and forms of support in response to learners’ needs.

• Communicates respectfully with peers and staff, using active listening and clear explanations to build understanding.

Next steps

• Apply self-regulation and organizational strategies more independently in different classroom situations.

• Use reflection and evidence from the learner’s response to evaluate which tutoring strategies were effective.

Peer Tutoring 11: 70% (C+)

[Student] participates positively in Peer Tutoring 11 and is developing confidence in supporting peers during classroom activities. [Student] recognizes that learners have different needs and uses familiar strategies to support focus, organization, and understanding. Respectful and encouraging interactions contribute to a positive learning environment. The next step is to take greater initiative in selecting support strategies and use the learner’s response to determine whether an approach was effective or needs to be adjusted.

Peer Tutoring 11: 64% (C)

[Student] participates in assigned tutoring activities with occasional reminders and guidance to remain focused and follow through on responsibilities..

Strengths

• Recognizes that learners have different needs and uses familiar strategies to support peer learning.

• Interacts respectfully with peers and contributes to a positive classroom environment.

Next steps and ways to support

• After each tutoring session, identify one strategy used and one indication of how the learner responded.

• The teacher will provide clear responsibilities, brief check-ins, and a reflection prompt to support consistent follow-through.

Peer Tutoring 11: 56% (C−)

[Student] is beginning to participate in tutoring activities and requires regular prompting, clearly defined responsibilities, and check-ins to support involvement and follow-through. [Student] demonstrates an emerging understanding of respectful communication and individual learning needs.

To make progress, [Student] will focus on being prepared, following through on assigned responsibilities, and using active listening and appropriate questions when supporting peers. The teacher will provide a clear checklist for each tutoring session, brief check-ins, and a reflection prompt to help [Student] identify what was successful and what to try next.

Peer Tutoring 11: Insufficient Evidence

There is currently insufficient evidence to determine [Student]’s level of achievement in Peer Tutoring 11. When present and engaged, [Student] interacts respectfully with peers and responds to clear guidance. Limited participation in tutoring sessions and incomplete reflections have not provided enough evidence of how independently [Student] communicates with learners, selects appropriate support strategies, or reflects on tutoring effectiveness.

As discussed on [date], [Student] will complete an agreed-upon series of tutoring sessions and a brief reflection after each session identifying the strategy used and how the learner responded. The teacher will provide clearly defined responsibilities, a session checklist, and regular check-ins. Progress will be reviewed by [date], and the family will be updated following that review.

Peer Tutoring 12 — 91% (A)

[Student] brings curiosity and initiative to peer tutoring and looks for opportunities to strengthen the learning of others. A range of learning and scaffolding strategies are thoughtfully adapted to individual needs, with careful attention to how each learner responds. [Student’s] strong listening, empathy, and problem-solving skills help build trusting and inclusive relationships. Reflection uses evidence of student learning to evaluate the effectiveness of tutoring choices. A next step is to deepen mentorship skills by supporting peers to recognize learning strategies that work for them and use them independently.

Peer Tutoring 12 — 81% (B)

[Student] takes an active role in peer tutoring and builds positive connections with students and staff.

Strengths

• Selects different learning strategies based on the needs of the learner and adjusts approaches when a strategy is not effective.

• Uses respectful communication, active listening, and encouragement to support learning and build positive relationships.

Next Steps

• Use specific evidence of student learning to evaluate which tutoring strategies are most effective and why.

• Use reflection to further adapt tutoring approaches to individual learning needs.

Peer Tutoring 12 — 70% (C+)

[Student] engages well through one-to-one and small-group interactions and shows interest in helping others learn. Familiar learning strategies are used to explain concepts, organize learning, and support skill development. [Student] listens to peers and recognizes when a learner may need a different approach. A next step is to select from a wider range of strategies based on individual learning needs and use reflection to identify which approaches are most effective.

Peer Tutoring 12 — 64% (C)

[Student] engages thoughtfully in tutoring experiences and is receptive to feedback about how to support others.

Strengths

• Recognizes that students learn in different ways and uses familiar strategies to support learning.

• Listens respectfully and provides positive encouragement when working with peers.

Next Steps

• Choose learning strategies based on the specific needs of the learner.

• Identify how a tutoring strategy affected the learner and when a different approach may be needed.

Ways to Support

• While speaking to the learninger, identify what they need help with and choose a strategy that could support that need.

• Afterward, use a short reflection to record the strategy used, how the learner responded, and what could be tried next time.

Peer Tutoring 12 — 56% (C−)

[Student] works positively with peers during tutoring activities and responds well when given a clear role. Building confidence in taking the initiative to offer support will strengthen engagement in the peer tutoring role.

Strengths

• Recognizes that learners may need different types of support and uses familiar strategies such as explaining, demonstrating, or encouraging.

• Communicates respectfully with peers and listens when others share their learning needs.

Next Steps

• Take greater initiative in offering support and identifying what a learner may need.

• Use different learning strategies when the first approach does not help the learner understand.

Ways to Support

• Begin each tutoring session by identifying one specific way to support the learner, such as asking a question, reviewing a concept, or demonstrating a skill.

• Keep a short list of tutoring strategies to try when a learner needs a different approach, such as using an example, breaking a task into smaller steps, or asking the learner to explain their thinking.

Peer Tutoring 12 — Insufficient Evidence

[Student] engages positively with peers when participating in tutoring activities. Attendance has limited opportunities to participate in tutoring experiences and demonstrate the learning required in this course. As a result, there is currently insufficient evidence to determine [Student]’s level of achievement.

Strengths

• Demonstrates respectful interactions with peers and recognizes that learners may need different types of support.

Next Steps

• Participate in additional tutoring experiences to demonstrate the ability to select and use strategies based on the needs of the learner.

• Reflect on these experiences to identify how tutoring strategies supported learning and what could be adjusted.

Ways to Support

• Check in with [teacher], attend scheduled tutoring opportunities regularly to provide more opportunities to demonstrate learning.

• Use the tutoring reflection template after each experience to record the strategy used, how the learner responded, and what could be tried next.

• The IE Support Plan, as discussed with [Student] and family, outlines the specific evidence required, supports available, and timeline for demonstrating the remaining learning.

Physical Health Education

Emerging

(Student):

• is beginning to understand the short-term and long-term consequences of health decisions, including those involving nutrition, protection from sexually transmitted infections, and sleep routines.
• can throw the ball with limited connection between the trunk and lower body and is working on increasing velocity and accuracy.
• is learning the importance of setting own individual goals and monitors progress towards achieving them.
• can ask for support when engaged in challenging situations or learning a new skill.

Developing

• (Student) partially understands the short-term and long-term consequences of health decisions, including those involving nutrition, protection from sexually transmitted infections, and sleep routines.
• (He/She/They) can contact the ball with the inside of the foot and some follow through with the striking foot.
• For next steps, (Student) is learning how to create a personal written health plan to reflect on and be engaged in their health.
• When (Student) is engaged, (he/she/they) perseveres and makes an effort to respond to challenges.

Proficient

• (Student) can apply (his/her/their) knowledge and skills to make healthier food choices when eating out in (his/her/their) community and share findings with peers.
• (Student) can demonstrate the complete use of movement skills or game strategies that affects successful participation in game play.
• (Student) demonstrates a positive willingness to collaborate with (his/her/their) peers in small and large activities and discussions
• For next steps, (Student) is encouraged to explore a variety of different physical activities to expand (his/her/their) leadership skills and engagement with peers.

Extending

• (Student) can confidently explain and put into action the positive decisions (he/she/they) will take when (he/she/they) encounter a situation where (he/she/they) must make a healthy choice to support (his/her/their) physical, mental, and emotional health and well-being.
• (Student) can synchronize arm and leg movements very well while running, which leads to efficiency, power generation, good form, balance, and stability as well as reducing the risk of injury.
• For next steps, (Student) can further deepen (his/her/their) understanding of health concepts by conducting research on specific topics of interest or by engaging in discussions about current health-related issues. This will enhance (his/her/their) ability to critically analyze information and make informed decisions regarding personal health choices.
• (Student) willingly engages in organizing leadership opportunities and inspires peers to take an active role in (his/her/their) physical, mental, and emotional heath and well-being.

Psychology 12: 93% (A)

[Student] is highly engaged in psychological inquiry and consistently contributes thoughtful, evidence-informed ideas to discussions and collaborative learning. [Student] demonstrates a sophisticated understanding of how biological, psychological, and social factors interact to influence human behaviour and effectively applies psychological theories to complex personal and social contexts. [Student] also evaluates sources critically and communicates well-supported conclusions while considering differing perspectives, assumptions, and cultural contexts. Next steps are to deepen the analysis of ethical and cultural considerations in psychological research and to extend independent inquiry by synthesising qualitative and quantitative evidence across increasingly complex topics.

Psychology 12: 81% (B)

Engagement

• [Student] is an engaged and reliable learner who contributes positively to discussions, inquiry activities, and collaborative analysis of psychological topics.

Strengths

• Demonstrates good understanding of key psychological theories and applies biological, psychological, and social perspectives to explain human behaviour.

• Uses relevant evidence from varied sources to analyse real-world situations and communicate clear, thoughtful conclusions.

Next steps

• Evaluate the accuracy, reliability, and limitations of psychological sources and research findings more consistently.

• Deepen analysis by considering how personal assumptions, cultural contexts, and multiple perspectives can influence interpretations of behaviour.

Psychology 12: 70% (C+)

[Student] participates positively in Psychology 12 and is developing confidence when discussing psychological concepts and applying them to real-world situations. [Student] demonstrates a growing understanding of how biological, psychological, and social influences contribute to human behaviour and can identify relevant psychological theories in familiar examples. [Student] also contributes respectfully to collaborative learning and is beginning to use evidence to support conclusions. Next steps are to analyse psychological ideas in greater depth rather than relying primarily on description and to evaluate the relevance and reliability of research sources more consistently.

Psychology 12: 64% (C)

Engagement

• [Student] is beginning to engage more consistently in Psychology 12 and can make productive progress when inquiry questions, learning criteria, and timelines are clearly established.

Strengths

• Demonstrates an emerging understanding of psychological concepts and can identify some factors that influence individual and group behaviour.

• Is beginning to connect course concepts to personal, social, and real-world examples during discussion and written work.

Next steps

• Move beyond identifying concepts by explaining how and why biological, psychological, and social factors influence behaviour.

• Use relevant and reliable evidence more consistently to support conclusions and complete inquiry and reflection tasks.

Psychology 12: 56% (C−)

[Student] is beginning to participate in Psychology 12 and benefits from regular guidance to remain engaged in discussions, inquiries, and assigned learning tasks. [Student] shows an emerging understanding that human behaviour can be examined through biological, psychological, and social perspectives and can identify basic psychological concepts in familiar examples. Next steps are to complete learning and reflection tasks more consistently, explain course concepts using appropriate psychological language, and use reliable evidence to support conclusions. At home, families can support progress by establishing a regular routine for reviewing assignments and deadlines and by encouraging [Student] to explain one course concept using an appropriate everyday example. Families can also ask [Student] to identify the source of psychological information and consider what makes the source relevant and trustworthy.

SCIENCE

Emerging

(Student) has demonstrated some basic scientific competencies. For example, (he/she/they) can identify important variables when collecting data in an experiment. (His/Her/Their) next steps are working towards effectively displaying the data on a graph and analyzing relationships between variables. (Student) is curious and asks meaningful questions.

Developing

(Student) is demonstrating most of the content learning standards in electric circuits and ecosystems.

• Is able to explain the relationship between voltage, current, and resistance
• Is working on a deeper understanding of sustainability and interconnectedness in ecosystems
• Uses strong planning skills to help design group experiments

Proficient

(Student) has good conceptual understanding of the content learning standards about chemical reactions.

• Can plan and conduct a complex experiment to test a hypothesis
• Is working on effectively using evidence to draw conclusions and explain scientific phenomena
• Is improving at contributing ideas and observations during class discussions

Extending

(Student) has a deep understanding of the scientific concepts. (He/She/They) can relate (his/her/their) learning to new situations and suggest how the science can be applied to solve problems in our world.

• (Student) is able to analyze a scientific experiment, identify possible sources of error, and improve the experimental design.
• (He/She/They) are working on improving (his/her/their) collaboration skills by encouraging lab partners to share their ideas and incorporating those ideas into the experimental plan.
• (Student) has a passion for science and a strong desire to understand scientific phenomena

Social Studies

Emerging

(Student) is beginning to understand the historical competencies in Social Studies.

• Demonstrated initial learning in the competency of Significance through the content of revolutions while attempting to identify how an event resulted in change.
• Is working towards using clear language and evidence from our course to justify (his/her/their) thinking.
• Is curious and shows perseverence.

Developing

(Student) is illustrating partial understanding of the historical competencies in Social Studies.

• Demonstrated basic learning in the competency of Significance through the content of revolutions, specifically can identify events that resulted in change (deep consequences for many people over a long period of time).
• Next steps include being able to determine if an event was revealing (brought attention to issues in history or the present)
  
• Is engaged when in class and is working on more consistent attendance.
  

Proficient

(Student) is illustrating thorough understanding of the historical competencies in Social Studies.

• Can identify nuance in the learning in the competency of Significance through the content of revolutions, specifically is able to clearly identify events that resulted in change (deep consequences for many people over a long period of time) opposed to those that are revealing (brought attention to issues in history or the present).
• Is working towards using evidence from within the course as well as incorporating (his/her/their) own research.
• Confidently shares ideas, and is working on staying. focused and undistracted during class time.

Extending

(Student) is illustrating sophisticated understanding of the historical competencies in Social Studies.

• Can identify nuance in the learning in the competency of Significance through the content of revolutions, specifically is able to generate thoughtful questions about the material and delve in the nuances of an event.
• Is trying to further develop historical vocabulary and use diverse sources in (his/her/their) research.
• Is highly engaged when working independently and is working on being more participatory in small groups and class discussions.

Weight Training 11: 93% (A)

[Student] is highly engaged in daily training and approaches each session with focus, independence, and purpose. [Student] applies proper technique, equipment protocols, and training principles to implement a safe and effective personalized program. [Student] monitors progress thoughtfully and uses knowledge of anatomy, recovery, and nutrition to make informed decisions connected to personal fitness goals. The next step is to use detailed evidence from training records and reflections to evaluate results and make increasingly precise adjustments to the program.

Weight Training 11: 81% (B)

[Student] is an engaged and reliable participant who uses training time productively and contributes to a safe and respectful weight-room environment.

Strengths

• Consistently applies appropriate exercise techniques and safety procedures.

• Develops and follows a personalized program connected to individual strength, endurance, and fitness goals.

Next steps

• Explain how exercise selection, recovery, and nutrition influence training effectiveness and well-being.

Weight Training 11: 70% (C+)

[Student] participates positively in Weight Training 11 and is developing confidence in using the weight room safely and effectively. Appropriate technique is evident in familiar exercises, along with a growing ability to apply progression, specificity, and recovery within a personalized training program. The next step is to record progress more consistently and use this information to adjust exercise selection, intensity, and recovery in relation to personal fitness goals.

Weight Training 11: 64% (C)

[Student] participates in training sessions with occasional reminders to remain focused and follow the planned workout.

Strengths

• Demonstrates a basic understanding of weight-room safety, equipment use, and appropriate exercise technique.

• Follows a familiar training plan connected to personal fitness goals with guidance.

Next steps and ways to support

• Record completed exercises, weight, repetitions, and observations, then use this information to adjust the training program accordingly.

Weight Training 11: 56% (C−)

[Student] is beginning to participate in Weight Training 11 and requires regular guidance to begin and complete planned workouts. Demonstrates awareness of safe equipment use and performs familiar exercises using appropriate technique with support.

As discussed on [date], [Student] will focus on following weight-room safety procedures, completing a manageable training plan, and recording each workout. The teacher will divide the program into clear weekly goals and provide a workout checklist, technique demonstrations, and brief check-ins to support participation and safe progress.

Weight Training 11: Insufficient Evidence

There is currently insufficient evidence to determine [Student]’s level of achievement in Weight Training 11. When participating, [Student] responds to guidance and demonstrates an awareness of basic weight-room safety.

As discussed on [date], [Student] will complete the agreed-upon training sessions and record progress toward a selected goal. The teacher will provide a manageable plan, a workout checklist, and regular check-ins. Progress will be reviewed by [date].

Weight Training 12 — 91% (A)

[Student] brings focus and enthusiasm to training and takes ownership of personal fitness goals. Training principles such as progression, overload, recovery, and individuality are used to design, implement, and adjust a personalized program. Safe technique and appropriate weight room practices are modelled for others, while reflection on training results informs decisions about future training. A next step is to critically evaluate how nutrition, recovery, and current fitness information can be used to support long-term health and performance.

Weight Training 12 — 80% (B)

[Student] is motivated by personal fitness goals and takes an active role in planning and completing training sessions.

Strengths

• Uses proper technique and safety practices across a variety of weight training activities.

• Applies training principles to develop and follow a personalized program and monitors progress toward fitness goals.

Next Steps

• Use training results to make informed adjustments to exercises, intensity, and recovery.

• Examine how nutrition and recovery choices influence health and training performance.

Weight Training 12 — 70% (C+)

[Student] enjoys the practical aspects of weight training and engages well when learning and practising new exercises and techniques. Safe exercise techniques are demonstrated, and training principles are used to work toward personal fitness goals. [Student] can identify how different exercises affect the body and recognizes the importance of recovery and healthy choices. A next step is to use training results and reflection to make informed changes to a personalized training program.

Weight Training 12 — 64% (C)

[Student] engages well during structured training sessions and shows interest in developing personal strength and fitness.

Strengths

• Demonstrates safe techniques and appropriate use of equipment during familiar weight training activities.

• Identifies personal fitness goals and uses familiar exercises and training principles to work toward them.

Next Steps

• Apply principles such as progression, overload, and recovery when planning training sessions.

• Monitor training results to identify when exercises, intensity, or recovery may need to change.

Ways to Support

• Use the teacher-provided training log or another available tracking tool to record exercises and progress over time.

• Review the information with the teacher to identify progress and decide on an appropriate adjustment to the training plan.

Weight Training 12 — 56% (C−)

[Student] responds positively to hands-on learning and teacher guidance and participates in familiar weight training activities.

Strengths

• Demonstrates basic safety practices and appropriate use of familiar weight room equipment.

• Identifies personal fitness goals and can select familiar exercises that support these goals.

Next Steps

• Develop and follow a basic training plan that connects exercises to personal fitness goals.

• Apply principles such as progression and recovery when completing workouts and reflect on progress toward goals.

Ways to Support

• Use the teacher-provided workout plan to identify exercises, sets, and repetitions that support personal fitness goals.

• Review the training log with the teacher to identify progress and decide how to adjust the training plan using principles such as progression and recovery.

Weight Training 12 — Insufficient Evidence (IE)

[Student] responds positively to hands-on activities and teacher guidance when participating in training sessions. Participation and attendance have been limited, resulting in insufficient opportunities to demonstrate the learning required in this course. As a result, there is currently insufficient evidence to determine [Student]’s level of achievement.

Strengths

• When participating, demonstrates safe use of familiar weight room equipment and can follow demonstrated exercise techniques.

• Has begun to identify personal fitness goals and exercises that may support these goals.

Next Steps

• Participate in additional training opportunities to demonstrate safe exercise techniques and application of training principles.

• Provide evidence of developing, following, and reflecting on a personalized training program.

Ways to Support

• Use a teacher-provided training log to record completed workouts and review progress with the teacher

• The teacher will provide regular check-ins and feedback as [Student] works through the learning opportunities outlined in the IE Support Plan, which identifies the specific evidence required, supports available, and timeline for demonstrating the remaining learning.