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Welcome to the Centennial Academy Curriculum Evening

Welcome to the Centennial Academy Curriculum Evening. Curriculum Evening - September 12, 2013. Our Mission. Together we help students become autonomous and resilient learners through innovation and collaboration. IB Middle Years Programme.

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Welcome to the Centennial Academy Curriculum Evening

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  1. Welcome to the Centennial AcademyCurriculum Evening Curriculum Evening - September 12, 2013

  2. Our Mission Together we help students become autonomous and resilient learners through innovation and collaboration.

  3. IB Middle Years Programme Approaches to Learning:Teachers provide students with tools to enable them to take responsibility for their own learning thereby developing an awareness of how they learn best, of thought process and learning strategies

  4. IB Middle Years Programme What teachers consistently do to support development of Approaches to Learning: Coach students to prepare for class and follow prescribed routines Foster positive social interactions Monitor and provide feedback on homework and assignments Encourage questions and active engagement Give students regular feedback on learning behaviours Monitor attention and focus in class

  5. What Parents Can Do Provide time and space for homework and study Limit / structure use of technology Collaborate with us through studentsuccess@centennial.qc.ca to support your son / daughter to seek help at school Attend breakfast sessions designed to support parent and school collaboration • Grade 11 on Thursday, September 26that 8:45 am • Grade 7 on Tuesday, October 8that 8:45 am • Grade 8 on Wednesday, October 9that 8:45 am • Grade 9 on Thursday, October 10that 8:45 am • Grade 10 on Tuesday, October 22ndat 8:45 am

  6. What We Know The students who succeed in college, university and life beyond, are those who can plan their time, ask questions, and persist through the challenges of learning.

  7. Centennial Academy AthleticsPhysical Educationand Health2013-14 Keith Chuprun and Don Lang – September 12, 2013

  8. Overview Athletics at Centennial • Class • Punctuality • Uniform • Participation and Effort • Intramurals • Lunch hour • Variety • Extracurricular • Teams • Generally after school • Commitment Physical Education and Health – 2013-14

  9. Competencies and ObjectivesEvaluation Physical Education and Health – 2013-14

  10. Need more information? Contact: • Don Lang  dlang@centennial.qc.ca • Keith Chuprun  kchuprun@centennial.qc.ca Or • (514) 486-5533 ext. 277 Physical Education and Health – 2013-14

  11. Français, 9e année M. Fazioli et S. Vitcher – Le 12 septembre 2013

  12. Compétences • Interaction à l’orale (33%) • Compréhension orale et écrite (34%) • Production écrite (33%) Français, 9e année – 2013-14

  13. Thèmes Les unités… Unité 1 : Intelligence ou intelligences Unité 2 : Des sports… à l’extrême! Unité 3 : Mon avenir, j’y pense! Unité 4 : Les médias : complice de notre quotidien? Unité 5 : Les trésors de notre histoire D’autres thèmes peuvent s’inscrire à travers les unités mentionnées ci-haut. Français9e, année – 2013-14

  14. Évaluations  Tests (1 par étape), examens (décembre – juin) et projets (1 par étape)  Interactions et présentations orales Travail dans Transmission Activités de lecture et d’écoute  Rédactions Participation en classe Français, 9e année – 2013-14

  15. Devoirs Objectif • Renforcement des leçons vues en classe Fréquence • De 2 à 3 fois par semaine Où • EDLINE et agenda Comment • Débutéen classe • Corrigé en classe Français, 9e année – 2013-14

  16. Science and TechnologyGrade 9 K. Lapierre & G. Ottoni – September 12, 2013

  17. Overview Genetics Reproduction Circulation Digestion Science Fair Properties of Matter Transformation of Matter Organization of Matter Science Grade 8 – 2013-14

  18. Homework Homework is expected to be done well and completed on time. All work is posted on Edline before class. Homework due dates are listed on the class homepage Tests and assignments dates are posted on the calendar Students are encouraged to use the textbook and class notes to find answers to the questions/problems they do not know. Asking questions in class is essential for a deeper understanding. Science Grade 8 – 2013-14

  19. Competencies Competency 1 – Practical Component (40%) Seeks answers or solutions to scientific problems • Identify the problem • Design a procedure to solve it • Carry out the procedure • Analyze the results Competency 2 – Theoretical Component (60%) Makes the most of his/her knowledge of science • Understand what matter is made up of • Understand the uses of science and technology • Understand organisms and their systems Science Grade 8 – 2013-14

  20. Assessment Ongoing Assessments Quizzes Tests Essays Assignments Projects Lab Reports Exams (theoretical & practical) – December & June Science Fair– January & February Science Grade 8 – 2013-14

  21. Math Grade 9 – 2013-14 Mr. Clark, Mr. Elbling D. Clark and D. Elbling – September 12, 2013

  22. Overview Spatial sense, Pythagorean theorem, number sets • Relations, specifically linear relations • Area & Volume • Algebra • Statistics and probability • Inequalities Math Grade 9 – 2013-14

  23. Homework Assigned almost every night. • Posted on Edline. Essential that it is completed & done well. All work must be shown. (Critical in order to be prepared for exams.) Math Grade 9 – 2013-14

  24. Math Grade 9 – 2013-14

  25. Math Grade 9 – 2013-14

  26. Competencies • Solves a situational problem 30% • Uses mathematical reasoning 70% Math Grade 9 – 2013-14

  27. Assessment Reasoning: Quizzes or Tests every 1-2 weeks: a minimum of 4 in total Situational Problems: EXAMS December:1 session evaluating reasoning. • June:2 sessions written on different days. 1st session is a Situational Problem 2nd session: Reasoning Part A: Multiple Choice (6 questions) Part B: Short Answer Questions (4 questions) Part C: Application Questions (60%) (10 questions) Math Grade 9 – 2013-14

  28. Final Grade Situational problem mark Mathematical Reasoning mark The term 3 mark is made up of 50% of the term 3 class mark and 50% of the final exam Math Grade 9 – 2013-14

  29. Extra Resources Slideshows are posted on Edline. Answers to Exercises Structured tutorials Math-Help-Services Math Grade 9 – 2013-14

  30. Extra Resources Slideshows are posted on Edline. Math Grade 9 – 2013-14

  31. Extra Resources Math-Help-Services Math Grade 9 – 2013-14

  32. Math Grade 9 – 2013-14

  33. Several courses in CEGEP require this course (Sciences & Commerce) Science Option (grade 10) 75% or more Math 106 (grade 7) Math 206 (grade 8) Math 306 (grade 9) CST (grade 10) Math Grade 9 – 2013-14

  34. Music 9 – 2013-14 E. Curtis – September 12, 2013

  35. Overview Overview of course topics: Students will continue to develop technique on a band instrument, helping them to develop flexibility and technical agility. Within ensemble balance limits, students will have the opportunity to try a secondary instrument such as guitar, bass or drums. They will become familiar with the content and expressive nature of a variety of music, and learn to respect group ensemble performance conventions. Cognitively speaking, this course will greatly impact creativity, memory, observation skills, and analytical ability. With development of music notation reading skills, students will learn how to create musical pieces written for their chosen band instrument using proper elements of musical language. These pieces, and ones written by professional composers, will be performed and analyzed by students. They will develop effective use of subject specific vocabulary in addition to the identification of relevant historical aspects using critical judgment. Competencies: Creates (35%), Performs (35%) and Appreciates (30%) Musical Works Work Routines: Students will improve their instrument techniques through ensemble rehearsal settings in class and will take part in seat work including analysis of musical recordings and music theory lessons. Music Grade 9 – 2013-14

  36. Overview Continued Evaluations Formative: student/teacher conference, self and peer evaluations and critiques, developmental workbooks, worksheets, checklists, recordings Summative: playing tests, rubric assessments, worksheets, developmental workbooks Music Grade 9 2013 - 2014

  37. Music Content Instrumental playing techniques Ensemble conventions Music theory Active listening and music analysis Composition Improvisation Music Grade 9 – 2013-14

  38. Drama Grade 9– 2013-14 J. Ainsworth– September 12, 2013

  39. Overview Overview of course topics: The focus of the secondary II program is to reinforce and develop basic skills at the foundation of dramatic arts. Students will begin the year with a focus on “community building” and explore elements of theatrical storytelling including traditional story structure, role playing and performance. In the final terms students will learn the process of creating and performing short dramatic works for their peers and be introduced to the process of giving and receiving positive and constructive feedback orally and in written form. Competencies: Creates/ Performs/ Appreciates Dramatic Art 35% 35% 30% Work Routines: Students complete all work in the classroom working in groups, participating in performances and reflecting individually. Drama Grade 9 – 2013-14

  40. Overview Continued Evaluations Formative: Student/Teacher conference; Self and Peer evaluations , Developmental Workbook (journal reflection and constructive analysis), In class constructive feedback sessions Summative Rubric Assessment, Developmental work books Frequency: Ongoing evaluations of all three competences (Creates, Performs, Appreciates) Drama Grade 9

  41. Drama Content Drama Grade 9– 2013-14

  42. History Grade 9– 2013-14 N.Sergerie & C. Markies– September 12, 2013

  43. Overview Module 3- British Conquest Module 1- First Occupants Module 2- New France 1500 CE 1760-1791 CE 1608-1760 CE Module 4- Struggles and Demands in the British Colony Module 5- Growth of the Canadian Federation 1850-1929 CE 1791-1850 CE

  44. Overview Module 7- Issues in Quebec Society since 1980 Module 6- Modernization of Quebec Society Evaluations 1980-Present 1929-1980 CE • Module Tests • Research Assignments • Projects • Comprehension Quizzes • December Exam • Cumulative • 50% of term 2 grade • Document based • June Exam • Cumulative • 50% of term 3 grade • Document based

  45. HOMEWORK The majority of HW assignments will be checked for completion & answers will be reviewed on the projector Students are expected to correct work in-class the next day Comprehension quizzes based on readings will be administered throughout the term for marks

  46. Competencies 100% Examines social phenomena from a historical perspective • Understanding of time periods, • Investigating elements of historical events (research and referencing), • ability to reflect on process and create a plan Interprets social phenomena using the historical method • Establish facts when answering historical questions • Drawing conclusions from historical documents • Ability to answer questions with historical documents Constructs his/her exercise of citizenship through the study of history • Application of knowledge to a different context • Identifying social issues that are the result of history and taking a position

  47. Visual Art 9 – 2013-14 D. St. Georges – September 12, 2013

  48. Overview Overview of course topics: The focus of the secondary III program is to apply the principles and elements of design in various context and with a variety of medium. Projects will focus on developing and applying technical skill as well as nurturing creative expression. Student will study a variety of artists through these projects to develop their artistic appreciation along with a formal art research and presentation project in term three. Competencies: Creates Personal Images/ Creates Media Images/ Appreciates Art 35% 35% 30% Work Routines: Students will do most of their work in the classroom studio where they will develop their ability to begin, engage in, reflect upon, modify(when necessary) and complete artistic works. Visual Art Grade 9 2013-14

  49. Overview Continued Evaluations: Formative: preliminary research and studio work, student/teacher conference, self and peer evaluations and in class critiques, developmental (process) journals. Summative Final projects, developmental (process) journals Visual Art Grade 9

  50. Visual Art Content Visual Stimulation in Design Work – Use of tools and technical process in graphic design. Identity Unit: My Environment – Creative Photography 2. Wild Head Designs- Ink on Paper Graphic Design 3. Take a Walk in my Shoes( IB UNIT) Art Appreciation Research and Presentation Designs on Currency - Follow up on Canadian Mint Tour – Grade 9 Art Trip Independent Project – Self Directed Studio Student to demonstrate their ability to complete the full creative process independently, from idea, planning choosing materials, making creative choices and completing their projects Visual Art 7 – 2013-14

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