Board of Education

BOARD OF EDUCATION

SCHOOL DISTRICT NO. 73 (KAMLOOPS-THOMPSON) REGULAR BOARD MEETING

Monday, May 13, 2019

SCHOOL BOARD OFFICE 1383 - 9th Avenue, Kamloops, BC 7:00 PM

AGENDA

Page

1. CALL TO ORDER AND WELCOME

1.1 Welcome and acknowledgement of the traditional territory

2. MINUTES

2.1 Adoption of the Regular Public Meeting minutes of April 29, 2019. 3 - 11

3. APPROVAL OF CONSENT AGENDA

3.1 • Community LinK Report 12 - 15

4. ADOPTION OF AGENDA

4.1 Additions and Deletions

5. EDUCATION TOPIC

5.1 Project Based Learning - Sa-Hali Secondary School

6. PUBLIC INQUIRIES, PETITIONS AND WRITTEN PRESENTATIONS

6.1 Official Community Plan - City of Kamloops

7. PARENT ADVISORY GROUPS AND DISTRICT PARENT ADVISORY GROUPS

8. REPORTS FROM SUPERINTENDENT OF SCHOOLS

8.1 Pride Parade 2019 16 - 17

8.2 Board Authority/Authorized Course Revisions 18 - 92 • Tech Academy 12B • Tech Academy 12C • Tech Academy 12D • Rugby Skills 11 • Rugby Skills 12 • Human Performance 12 • Hockey Skills 10-12 Page 1 of 94 Board of Education - School District No. 73 - Public Agenda

Page • Sport History 12 • Art Metal and Jewelry 11 • Psychology 11 Bio-psychology • Teacher Assistant 11-12

9. REPORTS FROM SECRETARY-TREASURER

9.1 Capital Project Funding Agreement (CPFA) - Valleyview Secondary 93 - 94

10. NEW BUSINESS

11. BUSINESS ARISING FROM PUBLIC INQUIRIES

12. REPORTS FROM COMMITTEES AND CHAIR

12.1 Chair's Report 1. Sun Peaks Elementary Steering Committee 2. $10 A Day Childcare 3. Young Authors Conference 4. Empty Bowls Fundraiser 5. Heritage Fair 6. School Learning Plans 7. Track and Field

13. TRUSTEE REPORTS, INQUIRIES, AND GOOD NEWS

14. MOTIONS

15. NOTICE OF MEETINGS

15.1 Schedule of Upcoming Meetings: • May 16 - CUPE Labour Liaison Meeting • May 16 - Adult Team Spelling Challenge • May 16 - Aboriginal Education Council Meeting • May 21 - Agenda Setting Meeting • May 21 - DPAC Meeting • May 22-24 - OECD Meeting and BC Education Conference • May 23 - Twin Rivers Education Centre Annual Pow Wow • May 24 - Barriere Secondary Graduation Ceremony • May 27 - Community Engagement Event/Dinner (Chase Secondary) • May 27 - Public and In-Camera Board Meetings (Chase Secondary)

15.2 The next regular public Board Meeting will occur on: Monday, May 27, 2019 Location: Chase Secondary School, 420 Cottonwood Street, Chase, BC

16. MOTION TO ADJOURN

16.1 Adjournment

Page 2 of 94 BOARD OF EDUCATION SCHOOL DISTRICT NO. 73 (KAMLOOPS-THOMPSON)

Minutes of the Regular Meeting of the Board of Education held on April 29, 2019. Meeting commenced at 7:00 PM at 1383 - 9th Avenue, Kamloops, BC Chair Karpuk presiding.

PRESENT: Chair Karpuk, Vice Chair Kershaw, Trustees Grieve, Jules, McKelvey, O'Fee, and Sim

Superintendent Sidow, Assistant Superintendents Hamblett and Schoen Associate Superintendent Olsen Directors Cassidy and Smillie Manager Skoglund

REGRETS: Trustees Small and Wade, Secretary-Treasurer Stretch, Directors Carson and Kienlein

1. CALL TO ORDER AND WELCOME

1.1 Welcome and acknowledgement of the traditional territory Chair Karpuk called the meeting to order at 7:01 p.m. and provided the welcome and traditional territory acknowledgement.

19-021 Grieve - Kershaw moved to appoint Director Cassidy as Recording Secretary-Treasurer designated Alternate for the Regular Meeting of the Board of Education of April 29, 2019. CARRIED

2. MINUTES

2.1 Adoption of the Regular Public Meeting minutes of April 8, 2019. The minutes of the Regular Public Meeting of April 8, 2019 were provided for the Board’s review and adoption.

19-022 McKelvey – Kershaw moved to adopt the Regular Meeting Minutes of April 8, 2019 as presented. CARRIED

3. APPROVAL OF CONSENT AGENDA

3.1  Superintendent's Report  Mental Health Literacy Strategy

Adoption of the Regular Public Meeting minutes of April 29, 2019. Page 3 of 94 Board of Education - Public, April 29, 2019

Trustee Grieve requested that Mental Health Literacy Strategy be lifted from the Consent Agenda.

19-023 Jules - O'Fee moved to adopt the Consent Agenda, as amended. CARRIED

4. ADOPTION OF AGENDA

4.1 Additions and Deletions None.

19-024 McKelvey - Jules moved to adopt the agenda, as circulated. CARRIED

5. EDUCATION TOPIC

5.1 Place-Based Learning - Supporting Aboriginal Ways of Knowing/Doing and Project Based Learning - Aberdeen Elementary School Assistant Superintendent Schoen introduced Principal Sally Zryd, who was accompanied by a team from Aberdeen Elementary. Principal Zryd spoke to the commitment of Teachers Sarah Kruisselbrink, Stacey Kaczur, and Shelley Marsh to ensure Aboriginal students see their culture represented in the classrooms. The innovation grant was received last year, and provided greater flexibility than would have been allowed had the students remained in the classroom. Teachers Sarah Kruisselbrink, Stacey Kaczur, and Shelley Marsh thanked the Board for the opportunities the grant provided for themselves and their students. The team provided an overview of the field trips the students took part in and the learning opportunities the children had. This included salmon release and ethnobotany at Pine Park, Robbins Range Heritage School, Edith Lake Learn to Fish, Big Little Science Centre and identification of pond insects, Isobel Lake and MindUP, and a geo-tour to four locations throughout Kamloops with a geologist. The group prepared a short film speaking with former students about what they remember and learned from the experience the previous year. The Board congratulated the group on the work they’ve done and the opportunities they’ve provided to their students.

6. PUBLIC INQUIRIES, PETITIONS AND WRITTEN PRESENTATIONS

7. PARENT ADVISORY GROUPS AND DISTRICT PARENT ADVISORY GROUPS

8. REPORTS FROM SUPERINTENDENT OF SCHOOLS

8.1 Superintendent's Task Force on Student Safety Report Superintendent Sidow advised the Board that today marks the completion of a significant amount of work under the leadership of Director Smillie and Consultant Michelle Marginet to address issues of sexual misconduct within our

Adoption of the Regular Public Meeting minutes of April 29, 2019. Page 4 of 94 Board of Education - Public, April 29, 2019

schools. Two high profile events within the community last year signalled the need for the District to take more of a leadership role in addressing student safety throughout the community. A copy of Administrative Procedure – Sexual Misconduct was provided, in confidence, to the Board. Director Smillie and Ms. Marginet provided a background on the work of the committee, and the recommendations that were developed by the task force as a result. Trustee Grieve served as Board representative, and Trustee Jules served as the representative of the Aboriginal Education Council. The Task Force was to look into the scope of peer to peer sexual violence within the district, the existing policies and protocols in consultation with various focus group representatives, educational outcomes, and provide a report and recommendations to Superintendent Sidow. 7 recommendations were included as part of the report to the Superintendent, 3 of which were addressed prior to submission of the report. The final four recommendations required further development and implementation. A Joint Advisory Committee was struck, made up of representatives from 8 stakeholder groups, and worked on the recommendations, providing advice and input on Administrative Procedure 174 – Sexual Misconduct. The Task Force also revisited all existing District policies, and reviewed response protocols. Director Smillie is working on a communication plan with Manager Skoglund to communicate the erase reporting tool to parents. The Task Force recommended ensuring better learning opportunities, starting at the elementary level, ensuring that all District staff working with children know how to receive complaints, and that appropriate resources are available. A timeline for implementation was provided to the Board. Chair Karpuk thanked Consultant Michelle Marginet for her work and leadership around this, and Director Smillie for the time and effort she and her staff have contributed. The District has been in contact with the Ombudsperson’s office, who have arranged meetings with representatives from the Ministry of Education and Safe School Staff. The work done has been presented by Director Smillie at a provincial conference. A Joint Committee will be formed by the Ombudsperson’s office and Ministry of Education with the goal of developing materials for other districts province-wide.

8.2 School Fees Report Superintendent Sidow advised the Board that, on an annual basis, staff are required to report on school fees to ensure parents are well informed in advance of any school fee changes or requirements. Assistant Superintendent advised that in accordance with Board Policy and Section 82.1 of the School Act all fees presented in the schedule have been presented at the individual schools and approved by the Parent Advisory Councils. Increasing costs for consumables and changes and updates to course offerings resulted in more changes being required to the School Fees for the coming year. The report is provided for the Board’s approval.

19-025 Sim - O'Fee moved to approve the 2019-2020 Schedule of Fees as presented to the Board of Education on Monday, April 29, 2019, as per Policy 506.3 and in accordance with the regulations. CARRIED

Adoption of the Regular Public Meeting minutes of April 29, 2019. Page 5 of 94 Board of Education - Public, April 29, 2019

8.3 Mental Health Literacy Strategy Superintendent Sidow invited Director Smillie and District Principal Mochikas to speak to the Mental Health Literacy Strategy. Director Smillie advised that in developing the plan for the early action initiative the Board received $31,000. The District has now developed a plan around social-emotional learning (including MindUP resources, and scans for educators), mental health literacy (resources and educator training for Stop Wondering Start Knowing) and trauma informed practice (training for counsellors and Pro-D for interested families of schools), which were already areas of focus. District Principal Mochikas advised they had the pleasure of speaking at a mental health conference in the fall and were easily able to speak to the priorities of the Board in supporting mental health in the district, and thanked the Board for their support. Trustee Grieve inquired if the district is working with the province on prevention and substance use misuse. District Principal Mochikas advised there have been two discussions to date where Dr. Crank has met with a small group looking at certain personality traits that place young people more at risk for addiction. The District is looking to partner with Interior Health to engage in a train the trainer model for school educators for the 2019/20 school year. As part of the partnership, a survey would be distributed to students to determine whether they have the personality traits that place them at risk and implement positive behavioural strategies.

9. REPORTS FROM SECRETARY-TREASURER

9.1 2019-2020 Budget Director Cassidy invited Superintendent Sidow to co-present the budget to the Board. After years of enrolment decline the District is seeing modest growth year over year, which allows the district to reallocate resources and allocate new resources to support the Board’s strategic direction and the vision for equity and excellence for all. Superintendent Sidow shared the Strategic Plan Priorities with the Board. School Completion Rates continue to show an upward trend, including Aboriginal student graduation rates, although there is still a gap between overall graduation rates and aboriginal student graduation rates. Numeracy continues to be an area where the district doesn’t see the same level of progress. Key budget initiatives include improving outcomes in numeracy, focusing on mental health and healthy relationships, improving aboriginal student success, improving communication with employees, parents and public, and improving facility utilization addressing student growth. Director Cassidy reviewed the budget in detail and provided clarification to the Board concerning the report. The bylaw provides spending authority totalling $181,902,362 and requires three readings for adoption at the Public Board Meeting. Director Cassidy thanked the Board, senior management, and Secretary- Treasurer Stretch for his leadership and the room to explore a new process. Chair Karpuk thanked Director Cassidy for all her hard work on the project.

19-026 O'Fee - Kershaw moved that the Annual Budget Bylaw for fiscal year 2019-2020 be given three readings at the Monday, April 29, 2019 regular Public Board Meeting.

Adoption of the Regular Public Meeting minutes of April 29, 2019. Page 6 of 94 Board of Education - Public, April 29, 2019

CARRIED 19-027 Jules - O'Fee moved the first, second and third readings, final adoption of the Annual Budget Bylaw for fiscal year 2019-2020. CARRIED

10. NEW BUSINESS

11. BUSINESS ARISING FROM PUBLIC INQUIRIES

12. REPORTS FROM COMMITTEES AND CHAIR

12.1 Chair's Report: 1. BCSTA AGM: The majority of the Board spent the last 3 days in Vancouver at the BCSTA AGM. Gabrielle Scrimshaw was an excellent keynote speaker who spoke about the impact the educational system can have in improving life outcomes for aboriginal students. Workshops also focused on emergency preparedness, childcare spaces, and others. Elections were held for the Board of Directors, for the most part the Board remained unchanged. 29 motions were debated in the business section. 2. BCSTA Leadership Series: This took place in Kamloops March 4th and 5th. The School Trustees Association put on a two-day seminar and brought in two facilitators to speak to governance and budgeting. Four boards attended. 3. VSS Recognition: Chair Karpuk thanked the students at Valleyview, who were so enthusiastic at the presentation. The Minister was very pleased with how the day went. The Board wanted to recognize the hardwork done by the leadership class in preparing for the event, led by Teacher Carla Salituro. As a show of appreciation, the Board gave $1,000 to Valleyview Secondary through the Leadership Class, who will be able to decide how to spend that money. 4. Policy Handbook Update: The Board has been involved over the past couple of months in working through the Policy Handbook and updating all policies. The hope is to have this brought to the Public Board Meeting in May or June. Each policy has been examined as part of this process, and Administrative Procedures have been developed to address any gaps. 5. Envision TRU: TRU has asked the Board if they would be willing to participate in the Envision TRU exercise, where they will be consulting with all stakeholder groups. If the Board wishes to participate they will try to find a mutually agreeable date to do so. Superintendent Sidow will respond to the request.

Vice Chair Kershaw congratulated Chair Karpuk on her nomination and appointment as Director at Large for the Branch.

13. TRUSTEE REPORTS, INQUIRIES, AND GOOD NEWS

14. MOTIONS

Adoption of the Regular Public Meeting minutes of April 29, 2019. Page 7 of 94 Board of Education - Public, April 29, 2019

15. NOTICE OF MEETINGS

15.1 Schedule of Upcoming Meetings:  May 3 - Meeting with Sun Peaks Council  May 6 - Finance and Planning Committee Meeting (cancelled)  May 6 - Policy Committee Meeting (cancelled)  May 6 - Human Resources Committee Meeting (cancelled)  May 7 - Agenda Setting Meeting  May 9 - KTTA Committee Meeting  May 13 - Education Committee (Whole) Meeting  May 13 - In-Camera and Public Board Meetings (Kamloops) May 6th Committee meetings have been cancelled due to School Learning Plan presentations scheduled for the week of May 6-10. Westsyde will take place Monday morning, Valleyview Monday afternoon, South Kamloops Tuesday morning, North Thompson Tuesday afternoon, NorBrock Wednesday Morning, Sahali early Wednesday afternoon, K-12 Wednesday at 2:00 p.m. The hope is that trustees are able to attend the presentations for their schools.

15.2 The next regular public Board Meeting will occur on: Monday, May 13, 2019 Location: School Board Office, 1383 - 9th Avenue, Kamloops, BC

16. MOTION TO ADJOURN

16.1 Adjournment On a Motion, the meeting adjourned at 8:31 p.m.

Approved:

Chair Secretary-Treasurer

Adoption of the Regular Public Meeting minutes of April 29, 2019. Page 8 of 94 BOARD OF EDUCATION SCHOOL DISTRICT NO. 73 (KAMLOOPS-THOMPSON)

BRING FORWARD IN-CAMERA MINUTES OF APRIL 8, 2019

Minutes of the In-Camera Meeting of the Board of Education held on April 08, 2019. Meeting commenced at 7:00 PM at 801 Clearwater Village Road, Clearwater, BC Vice Chair Kershaw presiding.

PRESENT: Vice Chair Kershaw, Trustees Grieve, Jules, McKelvey, Sim, Small, and Wade

Secretary-Treasurer Stretch Assistant Superintendents Hamblett and Schoen Associate Superintendent Olsen Manager Skoglund

REGRETS: Chair Karpuk, Superintendent Sidow, Directors Carson, Kienlein, and Smillie

VIA TELECONFERENCE: Trustee O'Fee

1. MINUTES

1.1 Adoption of Regular In-Camera minutes of March 11, 2019 The minutes of the Regular In-Camera Meeting of March 11, 2019 were distributed for the Board's review. Paragraph 5.3 should be amended to read, "...Capital Budget Bylaw 2019-20 was presented ..."

Wade - Jules moved to adopt the minutes of the Regular In-Camera Meeting of March 11, 2019, as amended. CARRIED

1.2 Bring forward Regular In-Camera minutes of March 11, 2019 It was agreed to bring forward the Regular In-Camera Meeting Minutes of March 11, 2019 with the following exceptions: 4.1 Labour Relations; 4.2 Legal; 4.3 Personnel; 4.4 Personnel; 4.5 Personnel and Labour Relations; 5.4 Pending; 7.1.2 Pending; 7.1.3 Labour Relations; 7.1.4 Pending; 7.1.5 Labour Relations; 7.1.6 Pending; and, 8.1 Pending.

2. ADOPTION OF AGENDA

2.1 Additions and Deletions • Secretary-Treasurer Stretch added one item under #5

Adoption of the Regular Public Meeting minutes of April 29, 2019. Page 9 of 94 BRING FORWARD - In-Camera, April 08, 2019

Small - McKelvey moved to adopt the agenda, as amended. CARRIED

3. APPEALS

4. REPORTS FROM SUPERINTENDENT OF SCHOOLS

4.1 April 12th Announcement Assistant Superintendent Hamblett reported that the District has been successful in capital funding for Valleyview Secondary School expansion project and the Ministry of Education is planning to visit the school on April 12, 2019 to make the funding announcement. This information is *embargoed* and not to be shared until the announcement is made. The report is provided for the Board's information.

4.2 Labour Relations

4.3 Pending

5. REPORTS FROM SECRETARY-TREASURER

5.1 Legal

5.2 BCTEA Transportation Submissions Secretary-Treasurer Stretch provided the Board with an update on the BCTEA Transportation Submissions. After meeting with those Bands who hold a Local Education Agreement with our District, an agreement was made to address the concerns relating to transportation for on-reserve students attending District schools. All agreements have now been signed and submitted to the Ministry. The information was provided for the Board's information.

5.3 Pending

6. NEW BUSINESS

7. REPORTS FROM COMMITTEES AND CHAIR

7.1 Chair's Report: 1. Trustee Learning Series - Vice Chair Kershaw reported that Howard Kushner, the TRB Commissioner, will be doing a presentation to the Board on April 29th on the rules and responsibilities of the TRB; 2. KTW Trustee Column - Vice Chair Kershaw reported that the Trustee Column was set up years ago and it was agreed that Trustees either had the choice to write their own column, with support from our Communications Manager, Diana Skoglund, or have Diana ghost write it for them. She asked if the new Board would like to continue to participate in writing the column, or whether they would like senior administration to

Adoption of the Regular Public Meeting minutes of April 29, 2019. Page 10 of 94 BRING FORWARD - In-Camera, April 08, 2019

take it over. Trustees provided feedback. Vice Chair Kershaw offered apologies to the three new Trustees for not filling them in on past practices in this regard. After a lengthy discussion, Trustees would like to continue with the Trustee Column but would like to have a complied list of topics, with notice, and an option of ghost-writing by Manager Skoglund.

8. TRUSTEE REPORTS AND INQUIRIES

9. CORRESPONDENCE

9.1 Letter to Mayor Christian re: UBCM Delegation Vice Chair Kershaw reported that a copy of Chair Karpuk's letter addressed to Mayor Christian has been provided for the Board's information. The letter is requesting that the City consider including SD73's Board Chair and the Superintendent as part of their delegation to SILGA and UBMC. The letter was provided for the Board's information.

10. ADJOURNMENT

10.1 Adjournment The meeting adjourned at 8:17 PM.

Approved:

Secretary-Treasurer Vice-Chair

Adoption of the Regular Public Meeting minutes of April 29, 2019. Page 11 of 94

DATE: May 8, 2019

TO: Members of the Board of Education

FROM: Alison Sidow, Superintendent

RE: CommunityLINK 2019-2020

(PUBLIC – FOR INFORMATION)

Attached is a memo from Director Smillie, which provides a detailing of the annual CommunityLINK funding to our district. “LINK” is an acronym for Learning Includes Nutrition and Knowledge.

School District No. 73 will receive $1,588,211 for the 2019-2020 school year for the CommunityLINK program. Funding is allocated through an application process from district and school staff to support programming for vulnerable learners.

The three main areas of support are; • meals/breakfast programs, • academic programs, • and social/emotional/behavioural programs.

Director Smillie will report to the Ministry of Education on how the funding was allocated in November, 2019. A summary budget is also attached.

It is provided for the Board’s information.

Alison Sidow Superintendent of Schools

AS:dh Attach.

Community LinK Report Page 12 of 94

DATE: May 8, 2019

TO: Alison Sidow, Superintendent

FROM: Trish Smillie, Director of Elementary Education and Learning Services

RE: CommunityLINK 2019-2020

(PUBLIC – FOR INFORMATION)

RATIONALE

This memorandum provides information to the Board of Education on CommunityLINK funding for 2019-2020.

BACKGROUND

The provincial government provides annual CommunityLINK funding to boards of education to support programs and services to improve the educational performance of vulnerable students. LINK is an acronym for Learning Includes Nutrition and Knowledge.

In previous years, schools applied to CommunityLINK for funds to support before and after school programs, social groups, academic intervention programming, employment readiness, positive behaviour support, district resource rooms, and other social emotional learning programs.

INFORMATION

In March, as part of the Ministry of Education’s annual announcement of CommunityLINK funding to school districts, School District No. 73 will receive $1,588,211.00 for 2019-2020.

The District allocates the funding through an application process. Applications from district and school staff to support programming for vulnerable learners are considered in three areas: meals/breakfast programs, academic programs, social-emotional and behavioural programs.

The District is required to report on how the funding was allocated to the Ministry of Education in November.

A summary budget is attached for information.

This year CommunityLINK support will include programming by the Mental Health Clinician for Suicide Intervention Training and anxiety reduction programs. As well, the Healthy School Coordinator, Inclusion Support Teachers, School and Family Consultants, and Drug and Alcohol Counselling positions are supported by this funding. …2

Community LinK Report Page 13 of 94 A new position to support healthy relationships programming will be developed. The funding is used to support external partners such as the Phoenix Centre and the Boys and Girls Club of Kamloops.

The funding also supports comprehensive school health, by providing resources to support mental health literacy, social emotional learning and after school programming. In addition, several schools have been able to offer meals or snack programs to students to support academic engagement.

Community LinK Report Page 14 of 94 School District No. 73 (Kamloops‐Thompson) 2019‐2020 CommunityLINK Budget

Funding 2019‐2020 Funding 1,588,211.00 Estimated 2018‐2019 Carry Forward 300,000.00

Total Funding Available 1,888,211.00 A

Staffing

Staffing (Drug & Alcohol Counsellor, School & Family Consultants, Inclusion Support Teachers, Mental Health Clinician, Healthy Schools Coordinator, School Completion Coordinator ) 1,038,591.00 Osprey Summer Program 3,600.00 Summer Reading Program 18,000.00 Boys & Girls Club 20,000.00 Drug & Alcohol Program 37,750.00 Summer School Support Services 15,000.00 Total Staffing 1,132,941.00 B

District Wide Programs Regular Program Applications 50,000.00 District Wide Applications 50,000.00 Meals Programs 70,000.00 Food Share Program (Food Bank) 6,600.00 Contractor Meals 325,000.00 District Resource Rooms 30,000.00 Total Programs 531,600.00 C

Total Commitments 1,664,541.00 B+C

Unallocated Funds 223,670.00 A‐B+C

Community LinK Report Page 15 of 94

DATE: May 8, 2019

TO: Members of the Board of Education

FROM: Alison Sidow, Superintendent

RE: PRIDE PARADE 2019

(PUBLIC – FOR APPROVAL)

Attached is a memo from Director Smillie, which provides information on the Pride Parade in Kamloops scheduled for Sunday, August 25, 2019. Students who identify as LGBTQ+ face a unique set of challenges within our schools and communities, including discrimination. The district offers a variety of supports to assist students and our participation in the Pride Parade will further demonstrate that the district provides a safe, welcoming, inclusive and affirming learning environment for all students, families and staff.

It is recommended that those Board of Education and district staff who wish to participate do so under the banner of School District No. 73 in the 2019 Kamloops Pride Parade on Sunday, August 25, 2019.

Provided for the Board’s approval.

Alison Sidow Superintendent of Schools

AS:dh Attach.

Pride Parade 2019 Page 16 of 94

DATE: May 8, 2019

TO: Alison Sidow, Superintendent

FROM: Trish Smillie, Director of Elementary Education and Learning Services

RE: PRIDE PARADE 2019

(PUBLIC – FOR APPROVAL)

RATIONALE

This memorandum provides information to the Board of Education on participation by School District No. 73 (Kamloops-Thompson) Board of Education and district staff on the 2019 Pride Parade.

BACKGROUND

Kamloops Pride hosts events that create awareness and support for lesbian, gay, bisexual, transgender, two spirited, and queer (LGBTQ+) community of Kamloops, as well as promoting events by other organizations and partnering with all those interested in creating safe spaces or spreading awareness about the community.

Pride Parades exist in several communities around the globe. The parades are outdoor events celebrating LGBTQ+ self-acceptance, achievements, legal rights and pride. Kamloops Pride has been hosting a Pride Parade since 2017.

INFORMATION

Students who identify as LGBTQ+ face a unique set of challenges within our schools and communities, including experiencing discrimination. Many of our students or their family members identify as being lesbian, gay, bisexual, transgender, two spirited, or queer. The Ministry of Education outlines inclusive curriculum that reflects healthy relationships and diversity within our communities. The district offers support through curriculum resources, counselling, support for Gay Straight Alliance groups, and by working with community partners.

Our participation will demonstrate that the district is providing safe, welcoming, inclusive, and affirming learning environments for all students, families and staff. A school district delegation participating in the Pride Parade will help foster a sense of community and visibly show support for students, staff, and families.

Pride Parade 2019 Page 17 of 94

DATE: May 8, 2019

TO: Members of the Board of Education

FROM: Alison Sidow, Superintendent

RE: REVISED BOARD/AUTHORITY AUTHORIZED (BAA) COURSES

(PUBLIC – FOR APPROVAL)

Attached is a memo from Assistant Superintendent Hamblett, which provides details regarding the process of revising Board/Authority Authorized (BAA) courses to meet the Ministry of Education’s curriculum guidelines. The following BAA courses meet these requirements and are ready for Board approval.

• Tech Academy 12B • Tech Academy 12C • Tech Academy 12D • Rugby Skills 11 • Rugby Skills 12 • Human Performance 12 • Hockey Skills 10-12 • Sports History 12 • Art Metal and Jewelry 11 • Psychology 11 Bio-psychology • Teacher Assistant 11-12

Board approval is recommended.

Alison Sidow Superintendent of Schools

AS:dh Attach.

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 18 of 94

DATE: May 8, 2019

TO: Alison Sidow, Superintendent

FROM: Bill Hamblett, Assistant Superintendent

RE: REVISED BOARD/AUTHORITY AUTHORIZED COURSES (BAA)

(PUBLIC – FOR APPROVAL)

RATIONALE

The Ministry of Education requires that all Board/Authority Authorized courses previously established and approved by the Board must be reviewed to ensure that course outlines reflect the outcomes and are within the guidelines of the new British Columbia curriculum. The district BAA committee, chaired by Principal Kent Brewer, is reviewing all BAA courses and will be submitting the revised course outlines to the Board of Education for approval as they are ready.

RECOMMENDATION

The following BAA revised course outlines have been approved by the BAA committee, reviewed by the Education Committee of the Whole at their meeting on May 13, 2019 and are now recommended for approval by the Board of Education.

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 19 of 94 Board/Authority Authorized Course Framework Template

School District/Independent School Authority Name: School District/Independent School School District No. 73 (Kamloops-Thompson) Authority Number (e.g. SD43, Authority #432): SD73 Developed by: Date Developed: Andres Ruberg Mar. 1, 2019

School Name: Principal’s Name: Sa-Hali Secondary School Rachael Sdoutz

Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Grade Level of Course: SD73 Tech Academy 12B 12

Number of Course Credits: Number of Hours of Instruction: 4 120

Course Synopsis: This course is the second of four courses that make up the SD73 Tech Academy Program. This academy is a unique opportunity for students to gain experience working in a collaborative, inquiry-based environment where they develop the skills necessary to create video games. The abilities developed are a blend of generic skills that will serve them in almost any future opportunity (project management, collaborative problem-solving, time management, and creative expression) and industry-specific skills (computer science, programming, mathematics, physics, digital animation, game design, and user interface design). Students finishing the Academy will have a strong sense of whether or not they are interested in pursuing future opportunities in the digital arts or software development industries, and have an awareness of the opportunities that are available in these fields.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 20 of 94 Goals and Rationale: Rationale: British Columbia is rapidly attracting a concentration of video game production companies. Employment and compensation opportunities provided in this industry are among the fastest growing in Canada’s knowledge-based economy. This academy will provide our students with an opportunity to participate in curriculum that can be tied to nearly any future employment opportunity, while gaining skills specific to the fields of video game creation, digital animation and programming. Additionally, students will develop cross- curricular knowledge and skills in disciplines such as Mathematics, Science, and Art. Additionally, this academy connects students to post-secondary institutes that offer either scholarship opportunities or dual credit for Computer Science courses. Goals: • 2D and 3D digital art generation in addition to 3D and 2D animation • Programming principles common to every programming language • Game design concepts that create enjoyable experiences • Principals of art and animation that create a pleasing aesthetic • Proficiency in using a modern game engine to create a video game • Time-management and project-management strategies • Collaborative problem-solving • Mathematics and Physics concepts utilized to create real-time interactive simulations (video games)

Aboriginal Worldviews and Perspectives: The opportunities to explore aboriginal perspectives within Art and Game Design are significant. This is a heavily project-based course with numerous opportunities to explore topics of personal or societal interest. Students will be encouraged to both incorporate aboriginal artistic elements in their projects as well as to explore culturally relevant topics. Aboriginal speakers can be invited into the classroom to comment on the appropriateness of integrating their culture into a product such as a video game and the considerations students would want to take into account when developing projects inspired by aboriginal cultural elements. Some of the First Peoples Principles of Learning closely tied to this course include: • Learning is holistic, reflexive, reflective, experiential and relational • Learning involves recognizing the consequences of one's actions • Learning is embedded in memory, history and story • Learning involves patience and time • Learning requires exploration of one’s identity

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 21 of 94 Course Name: SD73 Tech Academy 12B

BIG IDEAS

Game design is a Mathematics and How others Art skills can be Programming complex process Physics underlie every perceive and practiced and learned is a general requiring thoughtful modern game engine interact with our and can result in ability skill with planning and time and animation program products should improvement regardless many management shape how those of current proficiency. concepts products are independent developed and of evolve over time programming language.

Learning Standards

Curricular Competencies Content

Students are expected to do the following: Students are expected to know the following: Programming: • Develop artificial intelligence (AI) algorithms using • the difference between code pseudo-code and pseudo-code • Create classes within code • Include meaningful comments within their code that will • process for developing an allow others using their code to understand how that algorithm code works and extend it if necessary • Write code in the context of a scripting language utilized • elements of a Minimum Viable by a game engine (examples include javascript, GDscript Product (MVP) in the context and Zilchscript) of video game develoment

Design: • reflection procedures that can • Expand on an existing video game both in functionality be drawn upon to assist in and aesthetic meeting future goals • Provide meaningful feedback to peers on their mechanical and aesthetic design decisions with the aim • equations of dynamics (forces of creating projects that are more universally accessible and non-linear acceleration) • Understand the philosophy of a particular game engine and how to develop an efficient work-flow in the context • industry terminology (engine, of that engine minimum viable project, game object, sprite, model, visual Art: target, game design document • Generate animated 2-dimensional elements using simple etc.) 2D digital art software • Use psychology to develop art that can impact a viewer’s • components of a simple class emotional reaction (psychology of colour, shape etc.) in the context of a

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 22 of 94 programming language Project Management: (variables, functions, • Identify and implement Minimum Viable Product (MVP) constructors, getters/setters features before adding additional elements to a project etc.) • Build a framework for a multi-week project, with self- determined time-frames and deadlines • simple commands and • Reflect on a project in a post-mortem activity, in which a functionality of a 2D game student will identify areas of success and potential engine improvements for future projects • common commenting Mathematics & Physics: standards in the context of • Create vectors from a diagram, list of points or visual programming description using cartesian coordinates, distances and angles • fundamentals of event-based • Normalize, scale, and add vectors flow control (used by most • Solve problems involving both kinematics and dynamics modern video game engines) using forces, acceleration, and vector diagrams • exporting procedures in order to share work created using specialized software that by default saves work using a proprietary file format

• vector terminology (direction, magnitude, normalization etc.)

Big Ideas – Elaborations

None

Curricular Competencies – Elaborations

None

Content – Elaborations

None

Recommended Instructional Components: • Direct Instruction • Demonstration • Modeling • Peer Teaching

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 23 of 94 • Experiential Learning • Reflective Writing • Project-based Learning Recommended Assessment Components: Ensure alignment with the Principles of Quality Assessment • Journaling • Self-assessment • Performance Assessment • Skills-based Assessment • Formative feedback • Iterative Assessment

One Working Model: Students will be given formative feedback during the instructional components of the course. This feedback is to help students understand their areas of strength and areas of challenge so that they can properly scope their projects and identify areas in which they may need to seek additional assistance and/or resources. During formal assessments and projects, key skills will be identified to students at the project outset along with levels of proficiency within each of those skills. Each level of proficiency will have descriptive statements of what a student needs to demonstrate in order to achieve that level. Students will be reminded of this document throughout a project so that they can plan accordingly. At the conclusion of the project students will be asked to self-assess themselves and indicate what proficiency level they believe they have achieved for each skill attached to that project. For each skill students will be asked to provide evidence for the indicated level. The student self-assessment will be considered alongside teacher observations and in the event of a discrepancy the student and teacher will engage in dialogue to ensure a fair outcome. Skills can be re-assessed at any time a student has new evidence to present that supports of a higher level of achievement. Students are always welcome to ask how they might demonstrate a higher level of achievement and/or request mini-projects that will give them the opportunity to develop additional evidence of improved ability. Several skills will be attached to multiple projects. Only the highest level of achievement will be reported (there is no averaging). The instructor should make clear what percentage is tied to each level of achievement and how those percents will be averaged. One model is to break each skill into a Basic, Advanced and Mastery levels and attach 60%, 80% and 100% to those levels of achievement (respectively). Interims summarizing current student ability should be sent home 4 times per semester. All project assessment documents should be available for students and parents to view online at any point for reference. Learning Resources: Python Arcade Documentation by Paul Craven: https://media.readthedocs.org/pdf/arcade- book/latest/arcade-book.pdf DigiPen Technology Academy Manuals (Modules 1-5) Guide to Writing SMART Goals: https://www.smartsheet.com/blog/essential-guide-writing-smart-goals Guide to Agile Project Management: https://www.cio.com/article/3156998/agile-development/agile-project- management-a-beginners-guide.html Khan Academy: https://www.khanacademy.org/ Extra Credits Game Design / Career Videos: https://www.youtube.com/user/ExtraCreditz/featured Mark Brown Game Design Videos: https://www.youtube.com/channel/UCqJ-Xo29CKyLTjn6z2XwYAw DigiPen Technology Academy Java Introductory Materials and Alpha Game Engine

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 24 of 94 The Zero Engine Workshop Website: https://zero.digipen.edu/Workshops/2016/index.html

Additional Information: None

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 25 of 94

Board/Authority Authorized Course: SD73 Tech Academy 12C

School District/Independent School Authority Name: School District Authority Number: School District No. 73 (Kamloops-Thompson) SD73

Developed by: Date Developed: Andres Ruberg

School Name: Principal’s Name: Sa-Hali Secondary School Rachael Sdoutz

Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Grade Level of Course: SD73 Tech Academy 12C 12

Number of Course Credits: Number of Hours of Instruction: 4 120

Board/Authority Prerequisite(s): None Special Training, Facilities or Equipment Required: Instructor should have Computer Science background, or experience in similar area. Facilities should include a computer lab with a digital projector and computers purchased within the last 5 years, each equipped with dedicated video cards. Additionally, 2D/3D art generation software, a programming environment with a 2D game creation library, and 2D/3D digital game-making software need to be installed on all computers. Course Synopsis: This course is the third of four courses that make up the SD73 Tech Academy Program. This academy is a unique opportunity for students to gain experience working in a collaborative, inquiry-based environment where they develop the skills necessary to create video games. The abilities developed are a blend of generic skills that will serve them in almost any future opportunity (project management, collaborative problem-solving, time management, and creative expression) and industry-specific skills (computer science, programming, mathematics, physics, digital animation, game design, and user interface design). Students finishing the Academy will have a strong sense of whether or not they are interested in pursuing future opportunities in the digital arts or software development industries, and have an awareness of the opportunities that are available in these fields.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 26 of 94

Board/Authority Authorized Course: SD73 Tech Academy 12C

Goals and Rationale: Rationale: British Columbia is rapidly attracting a concentration of video game production companies. Employment and compensation opportunities provided in this industry are among the fastest growing in Canada’s knowledge-based economy. This academy will provide our students with an opportunity to participate in curriculum that can be tied to nearly any future employment opportunity, while gaining skills specific to the fields of video game creation, digital animation and programming. Additionally, students will develop cross- curricular knowledge and skills in disciplines such as Mathematics, Science, and Art. Additionally, this academy connects students to post-secondary institutes that offer either scholarship opportunities or dual credit for Computer Science courses. Goals: • 2D and 3D digital art generation in addition to 3D and 2D animation • Programming principles common to every programming language • Game design concepts that create enjoyable experiences • Principals of art and animation that create a pleasing aesthetic • Proficiency in using a modern game engine to create a video game • Time-management and project-management strategies • Collaborative problem-solving • Mathematics and Physics concepts utilized to create real-time interactive simulations (video games)

Some of the First Peoples Principles of Learning closely tied to this course include: • Learning is holistic, reflexive, reflective, experiential and relational • Learning involves recognizing the consequences of one's actions • Learning is embedded in memory, history and story • Learning involves patience and time • Learning requires exploration of one’s identity

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 27 of 94

Board/Authority Authorized Course: SD73 Tech Academy 12C

BIG IDEAS

Game design is a Mathematics and How others perceive Digital media is a Developing a complex process Physics underlie and interact with our large industry with a complex project requiring thoughtful every modern products should wide variety career generally involves planning and time game engine and shape how those opportunities working with a team management animation program products are of individuals, each developed and of whom have evolve over time unique talents and personalities

Learning Standards

Curricular Competencies Content

Students are expected to do the following: Students are expected to know the following: Programming: • Write your own artificial intelligence (AI) code • professional etiquette when interacting with a client • Develop deeper understanding of more complex • variety of time-management and project- concepts such as memory management and multi- management strategies dimensional arrays • skills and experience required to enter • Debug software through both standard techniques and industry-related fields systematic play-testing • elements of a quality portfolio and/or • Interact with industry professionals in this field and application when applying for jobs or post- research post-secondary opportunities related to secondary opportunities programming • industry terminology (feedback loops, user experience (UX), user interface (UI), etc.) Design: • pipeline for developing 2-dimensional • Develop a series of questions you would ask a client if artwork that is “tileable” you were being hired to develop a project that reflected • list of careers and post-secondary their vision opportunities connected to area of interest • Generate game concepts that make use of positive and negative feedback loops • Interact with industry professionals in this field and research post-secondary opportunities related to digital design

Art: • Create a consistent thematic tile-map that can be used to generate a wide variety of environments • Develop an art concept based off of another individual’s

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 28 of 94

Board/Authority Authorized Course: SD73 Tech Academy 12C

vision, simulating a client/freelancer arrangement • Synthesize multiple background images to create the effect of 3D parallax within a 2-dimensional game environment • Interact with industry professionals in this field and research post-secondary opportunities related to digital art

Project Management: • Use “check-in” points in a project time-line to ensure that your product is on schedule, and adapt project objectives when behind schedule

Mathematics & Physics: • Develop realistic simulations within games using knowledge of Physics and Math concepts • Demonstrate knowledge of vectors through programming

Big Ideas – Elaborations

None

Curricular Competencies – Elaborations

None

Content – Elaborations

None

Recommended Instructional Components:

• Direct Instruction • Demonstration • Modeling

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 29 of 94

Board/Authority Authorized Course: SD73 Tech Academy 12C

• Peer Teaching • Experiential Learning • Reflective Writing • Project-based Learning

Recommended Assessment Components: Ensure alignment with the Principles of Quality Assessment • Journaling • Self-assessment • Performance Assessment • Skills-based Assessment • Formative feedback • Iterative Assessment

Skills can be re-assessed at any time a student has new evidence to present that supports of a higher level of achievement. Students are always welcome to ask how they might demonstrate a higher level of achievement and/or request mini-projects that will give them the opportunity to develop additional evidence of improved ability. Several skills will be attached to multiple projects. Only the highest level of achievement will be reported (there is no averaging). The instructor should make clear what percentage is tied to each level of achievement and how those percents will be averaged. One model is to break each skill into a Basic, Advanced and Mastery levels and attach 60%, 80% and 100% to those levels of achievement (respectively).

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 30 of 94

Board/Authority Authorized Course: SD73 Tech Academy 12C

Interims summarizing current student ability should be sent home 4 times per semester. All project assessment documents should be available for students and parents to view online at any point for reference.

Learning Resources: Python Arcade Documentation by Paul Craven: https://media.readthedocs.org/pdf/arcade- book/latest/arcade-book.pdf DigiPen Technology Academy Manuals (Modules 1-5) Guide to Writing SMART Goals: https://www.smartsheet.com/blog/essential-guide-writing-smart-goals Guide to Agile Project Management: https://www.cio.com/article/3156998/agile-development/agile-project- management-a-beginners-guide.html Khan Academy: https://www.khanacademy.org/ Extra Credits Game Design / Career Videos: https://www.youtube.com/user/ExtraCreditz/featured Mark Brown Game Design Videos: https://www.youtube.com/channel/UCqJ-Xo29CKyLTjn6z2XwYAw DigiPen Technology Academy Java Introductory Materials and Alpha Game Engine The Zero Engine Workshop Website: https://zero.digipen.edu/Workshops/2016/index.html

Additional Information: None

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 31 of 94 Board/Authority Authorized Course Framework Template

School Name: Principal’s Name: Sa-Hali Secondary School Rachael Sdoutz

Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Grade Level of Course: SD73 Tech Academy 12D 12

Number of Course Credits: Number of Hours of Instruction: 4 120

Board/Authority Prerequisite(s): None Special Training, Facilities or Equipment Required: Instructor should have Computer Science background, or experience in similar area. Facilities should include a computer lab with a digital projector and computers purchased within the last 5 years, each equipped with dedicated video cards. Additionally, 2D/3D art generation software, a programming environment with a 2D game creation library, and 2D/3D digital game-making software need to be installed on all computers. Course Synopsis: This course is the fourth of four courses that make up the SD73 Tech Academy Program. This academy is a unique opportunity for students to gain experience working in a collaborative, inquiry-based environment where they develop the skills necessary to create video games. The abilities developed are a blend of generic skills that will serve them in almost any future opportunity (project management, collaborative problem-solving, time management, and creative expression) and industry-specific skills (computer science, programming, mathematics, physics, digital animation, game design, and user interface design). Students finishing the Academy will have a strong sense of whether or not they are interested in pursuing future opportunities in the digital arts or software development industries, and have an awareness of the opportunities that are available in these fields.

This fourth course is unique in that it does not require all students to achieve the same outcomes. Rather, in the context of a team, students are encouraged to specialize in a specific area of interest and develop the skills required by their team to build a project that they have collectively envisioned.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 32 of 94

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 33 of 94 Course Name: SD73 Tech Academy 12D

Big Ideas

Game design is a Working with a How others Digital media is a Developing a complex process team requires perceive and large industry with complex project requiring thoughtful compromise and interact with our a wide variety generally involves planning and time regular products should career opportunities working with a management communication shape how those team of in order to products are individuals, each achieve developed and of whom have collective goals evolve over time unique talents and personalities

Learning Standards

Curricular Competencies Content Students are expected to do the following: Students are expected to know the following: Programming: • fundamental elements of a • Communicate ideas using common technical language group charter that will be understood by anyone with a fundamental understanding of programming • communication and conflict • Learn and apply programming skills necessary to management strategies develop required project elements, seeking out expertise both within and beyond the classroom • basic presentation skills and software Design: • Communicate ideas using language and terminology • copyright laws that will be understood by anyone with a fundamental understanding of game design • “Waterfall” and “agile” project • Produce a finished product that matches group vision, management models regularly checking in with group members for feedback and seeking outside input in order to create a fun and accessible experience

Art: • Communicate ideas using language and terminology that will be understood by anyone with a fundamental understanding of art and design principles • Produce artwork that is aligned with group vision, potentially learning new techniques and software, while regularly checking in with group members for feedback

Project Management: • Develop project pipeline that ensure all members of a group are able to contribute their skills and abilities meaningfully throughout the duration of a project • Build a team charter with group members that reflects

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 34 of 94 the values and priorities of all group members • Present final product to industry experts in a presentation that includes both audio and visual elements • Organizing group tasks using Scrum project management methodology

Mathematics & Physics: • Learn and apply mathematics necessary to develop required project elements, seeking out expertise both within and beyond the classroom

Big Ideas – Elaborations

None

Curricular Competencies – Elaborations

None

Content – Elaborations

None

Recommended Instructional Components:

• Direct Instruction • Demonstration • Modeling • Peer Teaching • Experiential Learning • Reflective Writing • Project-based Learning

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 35 of 94 • Iterative Assessment

Additional Information: None

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 36 of 94

Board/Authority Authorized Course: Rugby Skills 11

School District/Independent School Authority Name: School District Authority Number: School District No. 73 (Kamloops-Thompson) SD73

Developed by: Date Developed: Grady Sjokvist December 2018

School Name: Principal’s Name: Norkam Secondary School Johnathan Brady

Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Grade Level of Course: Rugby Skills 11

Number of Course Credits: Number of Hours of Instruction: 4 100

Board/Authority Prerequisite(s): Physical and Health Education 10 Special Training, Facilities or Equipment Required: Outdoor sports field, tackle shields, strength training equipment

Course Synopsis: This course is designed to promote safe rugby and progress beyond the generalized knowledge and skills developed in Physical and Health Education 10. The topics covered in this course will align with those in the World Rugby Passport and Rugby Canada PlaySmart guidelines. Students will satisfy the requirements of the Rugby Ready program and World Rugby Law Exam. The skills taught will see a progression from beginner to intermediate skill level. The students will demonstrate understanding of the game through program design as well as video and statistical analysis.

Goals and Rationale: Rugby is a sport that demands high levels of multiple fitness components, and a highly technical and position-specific skill set. In order to prepare high school athletes for the demands of a collision sport that isn’t typically offered at the elementary or middle school levels, this course will address the most important aspects of safe participation. Students will develop competence in the motor skills involved in the most demanding phases of the game. They will learn the laws and strategies well enough to promote safe and fair play.

Aboriginal Worldviews and Perspectives:

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 37 of 94

Board/Authority Authorized Course: Rugby Skills 11

Students will demonstrate how the game relates to traditional Indigenous games such as Tatanka and Stick Pull https://www.nscrd.com/uploads/document/files/indigenous-games-for-children-en.pdf Students will analyze how the Aboriginal Thunder program infuses Indigenous culture into sport: “Aboriginal culture in the sport of rugby: The Vancouver Island Thunder believe simply in a holistic approach, that rugby while primarily a physical component also encompasses balance through an emotional, spiritual and intellectual involvement. We are interested in working with the communities and elders to guide us on our path." www.thunderrugby.ca Students will use First Peoples Principles of Learning such as: ● Learning involves recognizing the consequences of one’s actions. ● Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Students will learn how infusion of aboriginal culture into rugby has led to success for numerous international programs, using examples such as the Haka and Sipi Tau.

BIG IDEAS Promoting safety Knowing how our Following a Following a An in a contact sport bodies move and specialized customized understanding like rugby function helps us training program nutrition plan of rugby laws requires special with identification can help us can help us and strategy attention to key and rehabilitation prepare for the reach our health can help us technical skills. of injuries. rigor of a rugby and fitness prepare for match. goals. playing with fairness and enjoyment in mind.

Learning Standards

Curricular Competencies Content Students are expected to do the following: Students are expected to know the following: Safety and Injury prevention: ● Participate in activities with safety of self and others as a prime concern • Progression of drills for skill ● Use the Sport Concussion Assessment Tool (SCAT2) acquisition concussion protocol to provide a baseline for head injuries • Strategies for creating and follow a timeline for return to play offensive opportunities ● Analyze case studies on head injuries in sports • Options for creating an outside ● Demonstrate a functional level of competence in rugby- overlap vs inside gaps in a specific motor skills defense ● Explain the mechanisms for common injuries • Statistical techniques for ● Identify the signs of injured tissues analyzing game data such as ● Demonstrate the specialized techniques designed for safety in ball retention and turnover key phases of the game ratios ● Analyze and follow a selection of fitness strategies

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 38 of 94

Board/Authority Authorized Course: Rugby Skills 11

• Options for offensive attacking formations from various areas on the field Rugby Training and Physiology: ● Explain the differences between methods of adenosine • Advantages of different triphosphate (ATP) production in the body offensive plays against a ● Identify and describe how ATP is used by myosin and actin particular defensive structure fibres in muscles to produce muscle contraction • The principle of continuity and ● Apply and reflect on strategies used to pursue personal goals how to maintain it through ● Develop and demonstrate appropriate exercise techniques for skills such as offloading a variety of fitness activities • Defensive strategies for cutting ● Follow an individualized nutrition plan down the amount of open ● Identify and analyze how different types of fitness activities space to decrease an can target fitness components for specific rugby positions offensive threat ● Implement and reflect on a personalized fitness program • Historical developments from the world of rugby union Rugby Laws and Strategy: • Influence of events such as the ● Demonstrate an understanding of the laws of rugby and how Rugby World Cup of 1995 in they evolved South Africa ● Follow rugby laws during drills and scrimmages • The evolution of football ● Explain the advantages of offensive strategies for creating species such as soccer, space Aussie rules, and American ● Analyze the pros and cons of defensive strategies such as football. drift vs slide • Law changes from past to ● Identify some properties for determining a position for a given present and how these athlete changes came about ● Identify a style that best suits a specific team based on team • Proper nutrition essential for composition peak performance of an ● Demonstrate communication skills in responding to opposition athlete alignment • Macronutrients and ideal sources Social responsibility: • Micronutrients and preferred ● Demonstrate a positive attitude in different types of rugby sources drills • The roles that fats, ● Demonstrate appropriate behaviors in different types of carbohydrates and proteins activities and environments play in fueling the human body ● Explain the ethical factors of why rugby is considered to be a • Strategies for hydration before, "ruffians" game played by gentlemen during and after a match. ● Show fairness and equity while participating in mini games • Training strategies for optimal and scrimmages muscular strength, aerobic and ● Apply safety practices in different types of fitness activities anaerobic power ● Show leadership by example and attitude during drills and • Frequency, Intensity, Time & scrimmages Type (FITT) Principle

• Specific Adaptation to Imposed

Demands (SAID) Principle

• Relationship between fatigue

and lack of technical execution

on the playing field

• Differences between the BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 39 of 94

Board/Authority Authorized Course: Rugby Skills 11

body’s different energy systems • Aspects of conditioning drills that strengthen each of the body’s energy systems

Big Ideas – Elaborations

Promoting safety: key questions ● How is motor skill development accomplished safely through gradual progression? ● What are the most important phases of the game for developing key technical skills? ● How is movement efficiency related to safety? ● Which positions in rugby have the greatest demands for skill acquisition?

Identification and rehabilitation of injuries: key questions ● What protocols are necessary for particular injuries, such as when concussion is suspected? ● How can taping be used to facilitate return to play after a sprain or strain? ● How do we maintain the PRICE strategy (protection, rest, ice, compression, elevation) while still aiming for regaining the range of motion of an injured joint?

Designing a specialized training program: key questions ● How can we plan ways to overcome potential barriers to participation in rugby? ● What are the influences of different training styles on fitness results? ● How does a player’s position on the field affect their fitness goals?

Designing a customized nutrition plan: key questions ● What are the advantages and disadvantages of various macronutrient ratios when designing diets for peak athletic performance? ● What are some strategies for obtaining a good balance of micronutrients without supplementation? ● How can we follow a nutrition plan to provide for the needs of athletes?

Preparing for positions of leadership: key questions ● How can we follow a problem solving strategy such as freezing degrees of freedom? ● What are some activities that develop the sense of comradery that is typical of this sport? ● What are some verbal and non-verbal cues to inspire our team mates?

Curricular Competencies – Elaborations

Safety and Injury prevention: key questions ● How can we avoid muscle strain through efficient passing, catching, and kicking skills? ● What are the key motor skills in a proper tackle, and how can the progression of drills facilitate this? ● How can we avoid the incidence of concussions? ● How are mechanism of injury and symptoms used to diagnose head injuries?

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 40 of 94

Board/Authority Authorized Course: Rugby Skills 11

Rugby Training and Physiology: key questions ● How can athletes follow a training protocol with time constraints being a factor? ● What are some aspects of fitness that we can use for self-assessment? ● What are the benefits of using loading and unloading weeks in our training cycles?

Social responsibility: key questions ● What are some off-field responsibilities that athletes must be aware of? ● How do referees avoid bias when officiating a game? ● What leadership skills can be used to encourage teammates to play fair and safe? ● How can we use sport psychology to take advantage of the benefits of visualization and positive self- talk?

Content – Elaborations

Historical developments from the world of rugby union: key questions

● How did the Rugby World Cup of 1995 in South Africa affect the culture of sports in that country? ● What was the influence of Nelson Mandela regarding apartheid and the Springboks? ● How accurately does the story of William Webb Ellis represent the creation of rugby football? ● How does the evolution of rugby differ from other football species such as soccer, Aussie rules, and American football? ● What have the effects of law changes from past to present? ● How have these changes have affected player development?

FITT Principle: key questions ● What components of fitness should rugby players be focusing on? ● What are some crucial aspects for your each position? ● How can athletes ensure they have adequate rest built into their program? ● How do athletes adapt a program to fit into their schedule?

SAID Principle: key questions ● How does the principle of SAID apply to energy systems? ● Which energy systems should rugby players focus on? ● Which adaptations result from training such as: long distance running, interval training, plyometrics? ● What are the adaptations that we expect from the demands of: circuit training, powerlifting, Olympic lifts? ● Which type of muscle fiber matches each energy system: oxidative aerobic, anaerobic lactic, anaerobic lactic (phosphocreatine)?

Defensive strategies: key questions ● What are the benefits and drawbacks of different defensive alignments? ● How much has the division between backs and forwards become blurred in the modern game? ● How can we take advantage of the biomechanical principles behind foot placement and proper body position in contact?

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 41 of 94

Board/Authority Authorized Course: Rugby Skills 11

Recommended Instructional Components: Direct Instruction (from teacher, guest speakers) • Indirect Instruction • Interactive Instruction • Independent Instruction • Modelling • Group Work • Videos and Film Sessions • Experiential Learning (hands-on experience)

Recommended Assessment Components: Ensure alignment with the Principles of Quality Assessment There will be frequent formative evaluations conducted during the course. These formative evaluations will provide the students with feedback on their progress towards mastery of the curricular competencies covered during the course. Kinesthetic skills and safe technique will be assessed using a criterion based rubric. Theoretical work will be followed by written examinations on content such as rugby laws and fitness strategies. Analysis of game footage will be followed by statistical analysis of offensive and defensive strategy. Individualized training programs will be assessed based on fitness principles and self-assessment of progress and goals.

Learning Resources: 1. Rugby Technical Manuals (Rugby Canada & World Rugby Union) 2. Selected Course Readings 3. World Cup/Super Rugby videos 4. Internet research 5. BC Rugby Referee’s Handbook 6. Sports Nutrition (Coaching Association of Canada) 7. Sports First Aid Manual (SportsMed BC) 8. Rugby Ready online course

Additional Information: Students planning on taking this course should have the prerequisite Physical and Health Education 10 course, but are not required to have experience playing the sport of rugby. It is recommended that students take advantage of gaining experience in playing by joining a club rugby team.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 42 of 94

Board/Authority Authorized Course Framework

School District/Independent School Authority Name: School District/Independent School School District No 73 (Kamloops-Thompson) Authority Number (e.g. SD43, Authority #432): SD73 Developed by: Date Developed: Grady Sjokvist December, 2018

School Name: Principal’s Name: NorKam Senior Secondary School Jonathan Brady

Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Grade Level of Course: Rugby Skills 12

Number of Course Credits: Number of Hours of Instruction: 4 100

Board/Authority Prerequisite(s): Rugby Skills 11 Special Training, Facilities or Equipment Required: Outdoor sports field, tackle shields, strength training equipment

Course Synopsis: This course is designed to foster leadership in rugby and progress beyond the knowledge and skills developed in Rugby Skills 11. The topics covered in this course will align with those in the World Rugby Passport and Rugby Canada PlaySmart guidelines. Students will satisfy the prerequisites for Level 1 officiating and coaching certification courses through the Rugby Ready program and World Rugby Law Exam. The skills taught will see a progression from intermediate to advanced skill level. The students will demonstrate understanding of the game through program design as well as video and statistical analysis.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 43 of 94 Aboriginal Worldviews and Perspectives: Students will demonstrate how the game relates to traditional Indigenous games such as Tatanka and Stick Pull https://www.nscrd.com/uploads/document/files/indigenous-games-for-children-en.pdf Students will analyze how the Aboriginal Thunder program infuses Indigenous culture into sport: “Aboriginal culture in the sport of rugby: The Vancouver Island Thunder believe simply in a holistic approach, that rugby while primarily a physical component also encompasses balance through an emotional, spiritual and intellectual involvement. We are interested in working with the communities and elders to guide us on our path." www.thunderrugby.ca Students will use First Peoples Principles of Learning such as: ● Learning involves recognizing the consequences of one’s actions. ● Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Students will learn how infusion of aboriginal culture into rugby has led to success for numerous international programs, using examples such as the Haka and Sipi Tau.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 44 of 94 Course Name: Rugby Skills

Big Ideas Promoting safety Knowing how our Designing a Designing a A deeper in a contact sport bodies move and specialized training customized understanding of like rugby function helps us program can help nutrition plan can rugby laws and requires special with identification us prepare for the help us reach our strategy can help attention to key and rehabilitation of rigor of a rugby health and fitness us prepare for technical skills. injuries. match. goals. positions of leadership.

Learning Standards

Curricular Competencies Content Students are expected to do the following: Students are expected to know the following: Safety and Injury prevention: • Participate in activities with safety of self and others as a • Progression of drills for skill acquisition prime concern • Strategies for creating offensive opportunities • Use the Sport Concussion Assessment Tool (SCAT2) • Options for creating an outside overlap vs concussion protocol to assess head injuries and map a timeline inside gaps in a defense for return to play • Statistical techniques for analyzing game data • Analyze case studies on head injuries in sports such as ball retention and turnover ratios • Demonstrate a functional level of competence in rugby- • Options for offensive attacking formations specific motor skills from various areas on the field • Explain the mechanisms for common injuries • Advantages of different offensive plays • Identify the signs of injured tissues against a particular defensive structure • Demonstrate the specialized techniques designed for safety in • The principle of continuity and how to key phases of the game maintain it through skills such as offloading • Analyze and critique a variety of fitness strategies • Defensive strategies for cutting down the amount of open space to decrease an Rugby Training and Physiology: offensive threat • Explain the differences between methods of adenosine • Historical developments from the world of triphosphate (ATP) production in the body rugby union • Identify and describe how ATP is used by myosin and actin • Influence of events such as the Rugby World fibres in muscles to produce muscle contraction Cup of 1995 in South Africa • Apply and reflect on strategies used to pursue personal goals • The evolution of football species such as • Develop and demonstrate appropriate exercise techniques for a soccer, Aussie rules, and American football. variety of fitness activities • Law changes from past to present and how • Design an individualized nutrition plan for a target athlete these changes came about • Identify and analyze how different types of fitness activities • Proper nutrition essential for peak can target fitness components for specific rugby positions performance of an athlete • Create, implement, and reflect on a personalized fitness • Macronutrients and ideal sources program • Micronutrients and preferred sources • The roles that fats, carbohydrates and proteins play in fueling the human body Rugby Laws and Strategy: • • Demonstrate an understanding of the laws of rugby and how Strategies for hydration before, during and they evolved after a match. • • Apply the laws in an officiating role during drills and Training strategies for optimal muscular scrimmages strength, aerobic and anaerobic power • Frequency, Intensity, Time & Type (FITT) • Explain the advantages of offensive strategies for creating

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 45 of 94 space Principle • Analyze the pros and cons of defensive strategies such as drift • Specific Adaptation to Imposed Demands vs slide (SAID) Principle • Use coaching skills in using physiological properties for • Relationship between fatigue and lack of determining an appropriate position for a given athlete technical execution on the playing field • Identify a style that best suits a specific team based on team • Differences between the body’s different composition energy systems • Demonstrate communication skills in responding to opposition • Aspects of conditioning drills that strengthen alignment each of the body’s energy systems

Social responsibility: • Demonstrate a variety of leadership skills in different types of rugby drills • Demonstrate appropriate behaviors in different types of activities and environments • Explain the ethical factors of why rugby is considered to be a "ruffians" game played by gentlemen • Show fairness and equity in officiating mini games and scrimmages • Apply safety practices in different types of fitness activities, for themselves and others • Show leadership by example and attitude during drills and scrimmages

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 46 of 94 Big Ideas – Elaborations

Designing a customized nutrition plan: key questions ● What are the advantages and disadvantages of various macronutrient ratios when designing diets for peak athletic performance? ● What are some strategies for obtaining a good balance of micronutrients without supplementation? ● How can we tailor a nutrition plan for the needs of athletes with different body types?

Preparing for positions of leadership: key questions ● How can we use a problem solving strategy such as freezing degrees of freedom to help others? ● What are some activities that develop the sense of comradery that is typical of this sport? ● What are some verbal and non-verbal cues to inspire our team mates?

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 47 of 94

Curricular Competencies – Elaborations

Rugby Training and Physiology: key questions ● How can athletes design a training protocol with muscle fiber types in mind? ● What are some aspects of fitness that we can use for self-assessment? ● What are the benefits of using loading and unloading weeks in our training cycles?

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 48 of 94 Content – Elaborations

Historical developments from the world of rugby union: key questions

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 49 of 94 Recommended Instructional Components: Direct Instruction (from teacher, guest speakers) • Indirect Instruction • Interactive Instruction • Independent Instruction • Modelling • Group Work • Videos and Film Sessions • Experiential Learning (hands-on experience)

Additional Information: Students planning on taking this course should have the prerequisite Rugby Skills 11 course, as well as at least one season of playing the sport of rugby. It is also recommended that students take advantage of gaining experience in officiating games and coaching at the Rookie Rugby level.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 50 of 94 Board/Authority Authorized Course Framework Template

School District/Independent School Authority Name: School District/Independent School School District No. 73 (Kamloops-Thompson) Authority Number (e.g. SD43, Authority #432): SD #73 Developed by: Date Developed: Greg Kozoris Feb. 5/19

School Name: Principal’s Name: South Kamloops Secondary School Mr. Walt Kirschner

Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Grade Level of Course: Human Performance 12 12

Number of Course Credits: Number of Hours of Instruction: 4 120

Board/Authority Prerequisite(s): Physical And Health Education 10 and recommendation of PHE instructor. Special Training, Facilities or Equipment Required: Fitness training facility, weight room, field, resistance training implements, muscular models, exertion sheets and various balance, functional and proprioceptive devices. Course Synopsis: The course has been designed to help students learn the basic life skills involved in the acquisition and appreciation for health and fitness as it pertains to the life-long learning model. Students will learn the fundamental processes of physical literacy through the ages as they relate to the sequential movement patterns, aerobic, anaerobic, fitness components and the modalities. These skills, coupled with the nutritional and first-aid knowledge will serve to enhance their personal fitness skill set and information data base. The students will become advocates for promoting well-being in all at the holistic health domains. They will learn how to develop a multifaceted fitness program that incorporates healthy choices and decisions in regards to the principles of progression, workload, individuality, specificity, recovery and dose-response relationships. Students will incorporate both the secondary school and community facilities in order to practice, implement and utilize the learned and practiced etiquette.

Goals and Rationale: Human Performance is designed to develop and flourish adolescence in the knowledge, prerequisites and understanding of attaining the practical healthy and active lifestyle practice through the life span. Self- motivated and socially responsible leaders in our school and community are the platforms from which this

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 51 of 94 course operates. The HP12 course focusses on curricular competency development and the multi-faceted procedures and protocols that will enable the learner to invigilate informed value judgements in their activities in daily living and within the school setting in regards to the physical literacy and advocacy. CPR certifications and course instructional contents are precursors to the Red Cross CPR 1 certification and BCRPA personal training level 1 accreditation. HP12 combines instructional settings and multi learning mediums that are linked to the core competencies of personal awareness, communication, active participation and social responsibility. Students work in small groups to develop and instruct group fitness strategies, FITT project manual (aerobic, anaerobic, flexibility, resistance training and assessment) and presentations to the class that encompasses the communication competency. Students engage other students and impart knowledge via multi-media forms and group interaction. Electronic verbal presentation, text format and physical demonstrations are used to promote the perpetuation of self and social responsibility in the students. Students will learn how to present their knowledge and instruct others through multi student instruction and group led fitness procedures. The personal awareness and social responsibility competencies are further enhanced and represented in the community-based component where students participate in the public gym partners program where they are expected to develop a personal workout plan and perform it in the community setting. Cross-curricular elements are accounted for in Human Performance 12 as the students role play and use real world skills in the delivery at first aid and CPR protocols in the simulated “first responder” scenarios. Students will gain the skills involved in level 1 first aid and in cardio pulmonary resuscitation. Success in the areas will be propagated with the learning of the physiological, mechanical and anatomical human body systems. Musculoskeletal landmarks, prominences, origin and insertion sites are taught so that students can gain a basic understanding of the mechanisms for injuries as well as proactive and reactive strategies for current and post-secondary life. Rational and methodological thinking processes, attention capacity, short and long term memory recall, integrated knowledge with tactical processing are core competencies that are utilized. Thinking, decision making, assessment and management of injuries are excellent examples of core competencies that allow for the real time applications and key elements in the development at life-long learning through the HP12 course content entry level first aid, CPR, and AED use. The knowledge of the positive benefits and wherewithal to implement life fitness practices that will develop within the students as representatives of physical, mental, and emotional health. The competencies and skills developed in HP12 serve to address and inform the students and aid in reducing the hypokinetic conditions and illnesses in present day adolescents. A focus on current practice for holistic health and fitness are biological and chronological age appropriate and will enable these students to support the diversity of abilities and knowledge and allow them to become champions of inclusion, safety, fairness and leadership styles in the multitude of health domains. Students will learn and appreciate the principals of specificity and variability as these competencies relate to both low and high responders. All components are approached with sincere diligence and sensitivity to ensure the growth and positive stimulation of all students with variances in cognition, and physical aptitudes. HP12 students will achieve and demonstrate the necessary leadership traits and development of multiple communication and demonstration skills through class, course and community involvement that will give current and future certifications required for life. These certifications are provided by CSEP, BCRPA, Canadian Red Cross, TRU and NCCP are valuable community resources and partnership groups. Self- reflection, planning and multi-dimensional inquiry curricular competencies will be accomplished through all of these teachings, demonstrations, leadership opportunities within the classroom and public facilities. In addition, journals, self-assessment rubrics and group evaluation procedures are used to further the multi- dimensional inquiry and planning process.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 52 of 94 Goals: 1) To develop the understanding of all domains and components of fitness and application of the FITT principle. 2) Develop the understanding of how physical fitness and nutritional practices affect mental well-being. 3) Understanding of how physical literacy and fundamental movement skills improve the state of well- being. 4) Develop learning standards of all body systems and interactions. 5) Develop the knowledge of measurements, assessment and first responder skills. 6) Develop the dynamics of social and community involvement. 7) Understanding of the etiquette, rules manners, and responsibly codes of conduct in public environments. 8) Understanding of the developmental stages of adolescence and movement sequencing and timing skills. 9) Knowledge of instructional leadership and how it relates to positive self-concept, peers and organizational practices. 10) Gain insight in to mechanisms of injury prevention, assessment and CPR/AED procedures.

Aboriginal Worldviews and Perspectives: 1) Athletic, personal general health and fitness practices and protocols support the development of self in support of connection with others and the physical environment. 2) Education development is enhanced with recollection, self-perception and connectedness, personal history and dissemination of information and storytelling and event telling. 3) Developing health skills, practical application and education involves learning from others; mentors and leaders. 4) Leadership is multi-faceted, holistic, reflective, experiential and relational to others and the environment. 5) General health and fitness performance training requires exploration of one’s identity and code of ethics, conduct and philosophy. 6) To become a group leader, to impart knowledge infers that adaptations of the human body mind and spirit, self-perception are sensitive subjects and discussed only with permission. 7) Flexibility in practice and theory. 8) Positive learning centered approach. 9) The role of a leader, teacher and coach.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 53 of 94 Course Name: Human Performance 12 Grade: 12

Big Ideas

Health & fitness Coaching and A positive view and Emergency first aid Certifications, development and leadership are appreciation for and injury community knowledge is an influenced and fitness and activities prevention and involvement, ongoing process. enhanced by school, of daily living will assessment skills and facility use community and enable and can serve and contributes to social mediums. empower students enrich the greater the sense of to be better adults community, sport community and and leaders. and general fitness social etiquette domains. and moral development.

Learning Standards

Curricular Competencies Content

Students are expected to do the following: Students are expected to know the following:  Students are expected to know intensity Principles of coaching, fitness performance, rating skills to overcome barriers and overtraining syndrome. training, leadership and methodologies:  Students are expected to know how to the heart rate monitoring values and  Students are expected to develop a code of ethics and evaluations. instructional delivery style.  Students are expected to know the  Students are expected to evaluate, observe and analyze components of performance and general fitness practitioners in society and use social media to health and fitness. understand training protocols and safety standards.  Students are expected to know the multi  Students are expected to create physical literacy, dimensional model of health and wellness. biomechanics, perform safety, and demonstrate range of  Students are expected to know the motion and lever arms. screening and questionnaire protocols for  Students are expected to Appreciate and understand variable initial evaluation and clearance for physical responder rates and the human body systems. activity.  Students are expected to complete first aid, CPR-AED and  Students are expected to know the FITT first responder certifications. acronym and development for all fitness  Students are expected to complete introductory strength and components. conditioning certificates.  Students are expected to know the  Students are expected to demonstrate employment of the physiological, skeletal, musculoskeletal mechanical movement patterns. systems of the body.  Students are expected to recognize and appreciate first  Students are expected to know the people’s perspectives and methods of leadership. physical fitness, well being (physical and  Students are expected to perform the adolescent mental) model. development stages.  Students are expected to know the  Students are expected to teach aerobic and anaerobic principals of program design, exercise strength and conditioning protocols. selection and order.  Students are expected to demonstrate coping strategies for  Students are expected to know their own mental health and multidimensional wellness model. training philosophy.  Students are expected to know the physical literacy, and sequential Activities of Daily Living: movement patterns model. BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 54 of 94  Students are expected to know the signs  Students are expected to demonstrate the ability to make and symptoms of multi joint injuries. positive informed choices in the student’s life and in regards to  Students are expected to know the leading others in the community. identification of fractures, ruptures and soft  Students are expected to communicate with others and tissues strains, sprains and contusions. demonstrate safe and ethical age appropriate fitness  Students are expected to know the performance and healthy living skills. different body types, somatotyping and  Students are expected to demonstrate specific training constraints. procedures, adherence techniques and preventive injury  Students are expected to know the methodologies. variance of cultural and ethical normative  Students are expected to practice rehabilitation and pre- standards. habilitation movement protocols.  Students are expected to know the aerobic and anaerobic safety protocols, Community Involvement, engagement and cardiovascular distress, signs and corroboration: preventative methodologies.  Students are expected to know how to  Students are expected to use leadership practises and connect sport, culture and practices to first techniques to instruct a variety of participants. people’s perspectives.  Students are expected to develop techniques to understand  Students are expected to know the and accommodate specificity and individuality. concepts of nutritional intake, expenditure,  Students are expected to complete learning standards and and supplementation calorie knowledge. final FITT (frequency, intensity, type, and time) project  Students are expected to know varying components. leadership styles and techniques.  Students are expected to complete the public facility code of  Students are expected to know how to ethics and facility use program. impart knowledge and communicate to  Students are expected to use the communication and delivery groups in the public setting. strategies for working in the community setting.  Students are expected to foster the creativity for overcoming contraindications and non-responders.

Big Ideas – Elaborations

Leadership: Positive value judgments about health and fitness performance indicators are qualities that can be developed, learned and are theoretical and skill based. Leadership and mentorship seek to provide the student and peers with opportunities in the school and community to succeed and obtain the skill set to invigilate personal health protocols over the lifespan.

Procedural code of ethics and conduct: Identify with the appropriate adolescent growth and development model. Incorporate the specific methodologies and pedagogy involved with varied training strategies. Identify objectives and training and teaching style to delivery model.

Curricular Competencies – Elaborations

Objectives:  Setting goals, baseline measurement, self-assessment, baseline protocols.

Tactical Skills:  Decision making, status evaluation, develop movement protocols, rating of perceived exertion delineation.

Technical:  Sequence, timing of locomotor movement variability, movement required for successful application of biomechanics.  Physical literacy rudimentary movement mechanics. BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 55 of 94

Ethical Attachment:  Positive value judgements, interaction with others.  Attachment to high moral order and efficacious principals.

Personal Philosophy:  Interpretation of ideas divulges thought processes and reasons for adaptions and positive behavior.

Diversity:  Of interests, somatotypes, managing dose-response and rate of response.  Appreciation for levels of maturity, gender, culture physical and mental capabilities.

Recognize and Manage:  Physical abilities, personal interest, injury pre-disposition, first responder protocols, injury care and prevention.

Use:  AED medical device, packaging and splinting, blood care, wound care techniques, sudden cardiac arrest protocols (CPR), resistance training equipment and modalities, cardiovascular equipment.

Certifications:  British Columbia Parks and Recreation (BCRPA) level 1 weights, level 1 CPR-Red Cross, level 1 AED, NCCP resistance training level 1.

Practical:  FITT project, group circuit, partner training log/journal book.  In public and school setting training centers: demonstrating and leading components in health, fitness and athletic performance domains.

Knowledge:  Bioenergetics systems and response to nutritional supplementation and ergogenic practices.  Nutrition micro and macro nutrient usage.  Sliding filament excitation.  Contraction coupling in muscle fiber, electrolyte response to muscle work and stimulation.

Content – Elaborations

Holistic Health:  Social, community, individual perception of compliancy, healthy active lifestyle, interaction with others in fitness environment, social affinity.

Physiological:  Heart rate monitoring, blood pressure monitoring, RPE, delayed onset muscle soreness, DNA, mRNA biosynthesis, genetic involvement and hormonal regulation.  Markers:  Potential injury, identify maladaptive or abhorrent behavior, error detection and movement correction.  Scientific trends, contemporary issues in health and fitness via social media.  Physical Component:  Proprioception, balance, kinesthetic awareness, energy system utilization, components of the training session, dynamic lifts, plyometrics, over training syndrome, cardiovascular and overload progressive resistance training.  Markers to:  Periodization model with cycles of meso, micro and macro planning phases.  Contra indicated movements, training age and biological status, onset of injury markers and symptoms.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 56 of 94 Content – Elaborations Symptomatic:

 Behavior and acute and chronic sensations of pain, musculotendinous stiffness, common illness and respiratory tract conditions and implications for training.  Musculoskeletal anatomy and physiology:  Skeletal and muscle identification, tendons, ligaments and muscles tendon unit function.  Contra indications, plane of movement of articulating joints, stretch shortening cycle, CNS nervous activation.  Positive Adaptability/Concepts:  Laws of progression, overload, diminishing returns, threshold, specificity, reversibility to adapt to the individual and provide appropriate challenges to the student’s success and achievements.  Instruction and Demonstration Concepts:  Leadership and demonstration styles using multi-faceted approach to coaching for the ultimate communication and conveying of knowledge and reception.  To deliver the specific technical, tactical and knowledge base skills.

Recommended Instructional Components: 1) Journal writing 2) Log book entry 3) Direct instruction 4) Demonstration 5) Multi-media and video 6) Modelling 7) Simulations/scenarios 8) Student in role 9) Peer teaching 10) Experimental learning

Recommended Assessment Components: Ensure alignment with the Principles of Quality Assessment 1) Journaling 2) Peer assessment 3) Self-assessment 4) Performance assessment 5) Oral presentation 6) Video presentation 7) Quizzes 8) Projects

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 57 of 94 Learning Resources: 1) NCCP coaching certification program 2) Sportmed BC 3) Acceleration Fitness and Performance Training 4) Pacific Sport Interior 5) Thompson Rivers University (TRU) 6) Acceleration Youth Development model 7) NSCA – National Strength and Conditioning 8) VCSM – American College of Sport Medicine 9) BCRPA – British Columbia Parks and Recreation 10) ACE – American Council of Exercise 11) Thompson Rivers University – guest lecturers

Additional Information: Human Performance 12 as implemented from the BCAA delineation and its course description, content and curricular competencies has championed unparalleled success in the past 15 years and will serve an even greater purpose with the addition of the new curricular objectives and educational platforms. From the baseline knowledge and assessment from the start and end of the semester testing protocols these students have become advocates for personal fitness, health and well-being that have extended into the community and their family units. This course has been designed to encourage and teach the methodologies required in order to practice an active and informed lifestyle across the lifespan. All inclusive, all-encompassing and an appreciation for diversity are platforms from which this course operates in an effort to enrich a multitude of abilities, cultures and physical statuses. Through this HP12 course we are able to create, develop and further foster the adolescent’s knowledge of what health and fitness can do to contribute to multi-dimensional wellness across the lifespan of ages.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 58 of 94 Board/Authority Authorized Course: Hockey Skills 10-12

School District/Independent School Authority Name: School District Authority Number: School District No. 73 (Kamloops-Thompson) SD73

Developed by: Date Developed: Dave MacDonald (Principal) & Justin Leonard (Teacher)

School Name: Principal’s Name: Chase Secondary School Dave MacDonald

Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Grade Level of Course: Hockey Skills 10-12 Grade 10-12

Number of Course Credits: Number of Hours of Instruction: 4

Board/Authority Prerequisite(s):

The course is open to all male and female hockey players in grades 10-12.

Special Training, Facilities or Equipment Required:

• Facilities: Ice Hockey Arena • Equipment: Practice equipment (pucks, cones, stopwatches, whistles, shooter tutors, white board, etc.)

Required Equipment for all Hockey Skills players: *All students participating in the course must have their own complete set of ice hockey equipment.

Helmet It must be CSA certified with CSA certified full face guard/mask correctly installed. The helmet must fit snuggly on the head and should not have any loose and/or missing screws, cracks, decals, and stickers not affixed by the manufacturer may void the CSA certification and are therefore prohibited/will not pass CMHA inspection. DO NOT REMOVE ANY MANUFACTURERS STICKERS. The chin strap is to be fitted SNUGLY under the chin.

Throat Protector It must be BNQ certified (have a BNQ stamp)

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 59 of 94 Board/Authority Authorized Course: Hockey Skills 10-12

Skates The most critical aspect is the size. Laces should not be tied around the ankles as it restricts movement of the ankle joint and actually causes premature wear of the skates. Lace length should be just adequate to allow one or two butterfly knots.

Hockey Shin Pads They must be long enough to cover from top of skate to bottom of pants. The skate tongue should be tucked UNDER the shin pad.

Socks Either a garter belt or a jock shorts with Velcro straps (belt is optional). Socks should extend from top of skate to top of leg, no major rips/tears.

Hockey Pants They must be long enough to meet top of shin pad and high enough for kidney pad to protect kidneys. All padding must be in place.

Athletic Supporter Jock strap for boys, Jill strap for girls. It must be worn at all times on the ice.

Chest Protector, Shoulder Pads and Elbow Pads There should be continuous protection extending down the arm from the shoulder pad to the elbow pad to the glove with minimal or no gaps. Elbow pads should fit tightly enough that they resist sliding out of position when pulled or pushed along the length of the arm; should meet the bottom of the shoulder pad and wrist area of glove. The chest protector should cover the heart area/sternum and be made of rigid or semi-rigid material.

Gloves Ensure there are no holes. Many gloves do not sufficiently protect the upper wrist area which is highly susceptible to injury. Wrist guards (optional) can be purchased separately for added protection.

Jersey It should be large enough to extend over the top of pants and elbow pad, not tucked in. Practice jerseys will be provided by the school.

Stick Typically, it should come up to the player’s chin or lower, while wearing skates. Tape should be wrapped around the blade and the butt end of the stick (sufficient to prevent the butt end of the stick from fitting through a face mask). No cracking or splintering. End cap on composite sticks in place.

Mouthguard Hockey Canada’s Playing Rule regarding mouth guards is that for Divisions of hockey that allow the wearing of a half visor, the wearing of a mouth guard is compulsory. For players wearing a full face guard/mask, a mouthguard is recommended.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 60 of 94 Board/Authority Authorized Course: Hockey Skills 10-12

Course Synopsis: The Hockey Skills course offers students a unique hockey experience that is separate from their existing minor hockey season. This sport-specific, physical education class provides students with additional on and off-ice training related to the game of hockey. On and off-ice sessions are designed to allow students to further develop their individual skill level, team play, and strength and conditioning. Through such on-ice activities as individual drills, team drills and game simulations, students will continue to develop their skills in the areas of skating, passing, shooting, and team systems. Off-ice sessions provide students with dry-land training designed to increase strength, conditioning and agility. In classroom sessions, students develop fitness and nutritional knowledge while also conducting analysis and critique of a variety of different team systems.

Goals and Rationale: This course is offered in order to meet the needs of local minor hockey players in the district. Student athletes have the opportunity to receive individualized hockey instruction from a qualified teacher/instructor.

Aboriginal Worldviews and Perspectives: The First Peoples Principles of Learning recognize that “Learning requires the exploration of one’s identity.” Through observation and participation in Hockey Skills, the student may develop a greater sense of self, as the student reflects on their own strengths and identity as an athlete. The Hockey Skills course affords the student an opportunity to experience a mentorship role through working in a mixed grade grouping. Connectedness and Relationships, Community Involvement, and Emphasis on Identity (Aboriginal Worldviews, p. 16) are key aspects of Aboriginal Worldviews and Perspectives and these are central to student success as a Hockey Skills student

Big Ideas Individual skill Following Encountering a Making development in Hockey is a proper wide variety of healthy the areas of team game and training individual and lifestyle skating, understanding guidelines team drills choices shooting and team systems is and improves the can help passing important to techniques physical and us to reach requires becoming a can help us mental our health patience, better hockey to reach our development of and fitness repetition and player health and a hockey player goals. perseverance. fitness goals.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 61 of 94 Board/Authority Authorized Course: Hockey Skills 10-12

Learning Standards Curricular Competencies Content Students are expected to do the following: Students are expected to know the following: • Demonstrate power skating skills and • Proper Skating Techniques, including frontward acceleration techniques skating, backward skating, crossovers, starting/stopping, and transition moves • Demonstrate shooting techniques • Proper Shooting Techniques, including wrist • Demonstrate an improvement in cardiovascular shot, snap shot, slap shot, backhand shot, one- endurance, strength, agility, balance, quickness, time shot, and deflection power, core, reaction time and flexibility • Proper Passing Techniques, including forehand • Demonstrate proper technique while training off pass, backhand pass, saucer pass, slap pass, one-touch pass, and bank pass ice • Hockey Team Systems for the different • Demonstrate the proper technique while scenarios/situations of gameplay performing a dynamic warm-up • Off-ice Conditioning and Cardiovascular Drills • Demonstrate an understanding of sound that are specifically beneficial for the physical nutritional needs for hockey development of hockey players • How nutrition and fitness impact performance • Apply feedback from coaches and instructors and quality of life based on the performance that demonstrates • The 5 components of fitness (specificity, improvement in relation to the learning outcomes overload, recovery, adaptation, and • Demonstrate an understanding of issues around reversibility) self-esteem, self-confidence and self-awareness • The key components to leading an active and healthy lifestyle, including proper rest and through reflection on themselves and their nutrition observations of others • Concussion protocol and guidelines for • Demonstrate a process for gaining self- athletes awareness and self-confidence in a positive manner • Demonstrate correct use of all equipment at all times, particularly in the area of hockey safety • Respond in a timely manner to coaching direction for the benefit of themselves and the group/team. • Demonstrate the ability to receive and apply constructive feedback with an open mind and positive attitude • Demonstrate the ability to give positive feedback to their peers • Demonstrate an understanding of the game through scrimmages and game play • Set goals that are specific, measurable, action- oriented, realistic and timely

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 62 of 94 Board/Authority Authorized Course: Hockey Skills 10-12

Big Ideas – Elaborations Students will encounter numerous on-ice drills designed to promote individual skill development in the areas of skating, shooting, and passing. Drills will provide both variety and repetition so that students may develop their skills over the duration of the course.

Physical and mental development of the hockey player will be promoted through drill variations. Variations allow you to modify or build on an existing drill - making changes or adjustments, or adding to the complexity of the drill. As variations are applied to a drill, more is required of the student - both physically and mentally. Students will be required to listen, learn, and adapt.

An understanding of team systems will be promoted through both on-ice drills and off-ice video analysis sessions.

Proper training guidelines and techniques may be provided through classroom sessions, assignments, off-ice activities, and/or guest speakers.

Knowledge of nutrition and making healthy choices may be provided through classroom sessions, assignments, and/or guest speakers.

Curricular Competencies – Elaborations Power skating - Efficient and power producing techniques in forward and backward skating, lateral movement, edgework, and all turns

Improvement - Pre- and post-testing for all elements of fitness and movement including cardiovascular, explosiveness, and efficiency

Dynamic warm-up - Preparing the body for activity by activating all essential muscle groups involved in hockey

Constructive feedback - Input from coaches and others that is focused on improvement of fundamental and movement specific skills

Goals must be specific, measurable, action-oriented, realistic, and timely - Goals should be clear, detailed, not vague or confusing - Able to be evaluated for progress - Include a plan - Possible and achievable - Goals must include an appropriate target date

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 63 of 94 Board/Authority Authorized Course: Hockey Skills 10-12

Content – Elaborations Team systems include breakout, forecheck and offensive-zone play, backcheck and defensive zone play, neutral-zone play, powerplay, and penalty kill.

Off-ice conditioning - hockey specific strength, endurance, and CV training - Off-ice training should be relevant and appropriate to hockey

The 5 components of fitness (specificity, overload, recovery, adaptation, and reversibility) - Sports training should be relevant and appropriate to the sport - A muscle will only strengthen when forced to operate beyond its customary intensity - Rest is required for the body to recover and adapt from training - The body will react by adapting to the training loads imposed upon it - When training stops, the training effect will also stop

Nutrition and fitness impact performance and quality of life - Students will be able to demonstrate how their choices around eating and exercise impact their lives - Students will develop an appropriate meal and fitness plan that relates to their lifestyle

Concussion protocol and guidelines include the recognition, diagnosis, treatment, and management of sports-related head injuries

Recommended Instructional Components: ● Direct Instruction ● Indirect Instruction ● Interactive Instruction ● Modeling ● Videotaping ● Performance Analysis ● Skills Training Videos

Recommended Assessment Components: Ensure alignment with the Principles of Quality Assessment

Assessment for Hockey Skills is centred around the three components of the curriculum model - knowing, doing, understanding - and is designed to be fair, transparent, meaningful and responsive to all learners. Students will have the opportunity to demonstrate their learning through a variety of different activities and assignments. Teacher-based assessment will include weekly evaluations of both on-ice and off-ice performance, as well as regular feedback related to on-ice student performance in the areas of individual skill development and understanding of team systems. Student understanding of the rules of play and team systems will also be evaluated in the classroom setting. Skills assessments, fitness assessments, and descriptive feedback will all be used to inform both students and parents of student progress in the course.

Video analysis and self-assessment activities will also be used, as students in the class will (i.) identify their initial skill set - including their strengths and weaknesses as a hockey player, (ii.) set individual skill development and conditioning goals and regularly track their progress, and (iii.) reflect on their development as a hockey player and identify future strategies to ensure continued growth and improvement.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 64 of 94 Board/Authority Authorized Course: Hockey Skills 10-12

Learning Resources:

Books: ● Clark, N. (2003). Nancy Clark’s Sports Nutrition Guidebook. Human Kinetics. ● Goldenberg, L. & Twist, P. (2002). Strength Ball Training. Human Kinetics. ● Horrigan, J. & Kreis, E.J. (2002). Strength Conditioning & Injury Prevention for Hockey. McGraw-Hill. ● MacAdam, D. & Reynolds, G. (2001). Fifty-Two Week Hockey Training. Human Kinetics. ● Pollitt, D. (2013). Dryland: Next Level Hockey Training. DP Hockey. ● Smith, M. (2011). The Hockey Play Book. 2005. Firefly Books. ● Stamm, L. (2009). Laura Stamm’s Power Skating, fourth edition. Human Kinetics. ● Walter, R. & Johnston, M. (2018). Hockey Plays and Strategies, second edition. Human Kinetics. ● Willett, P. (2003). The Hockey Coach’s Guide To Small-Area Games. Paul Willett International, LLC.

Video and Websites: ● HealthLinkBC (2018) Concussion (Website) https://www.healthlinkbc.ca/health-topics/tp23364spec ● Hockey Canada (2018) NCCP Level 1 Theory Program (Website) https://www.hockeycanada.ca/en-ca/hockey- programs/coaching/essentials/nccp ● Hockey Canada (2018) Hockey Canada Drill Hub (Website) https://www.hockeycanada.ca/en-ca/hockey- programs/drill-hub ● Hockey Canada (2007) Skills of Gold: Hockey Skills Video Series (DVD series) https://www.hockeycanada.ca/en- ca/news/2007-gn-057-en ● Parachute Canada (2019) Concussion Guidelines for the Athlete (Website) http://www.parachutecanada.org/injury- topics/item/concussion

Additional Information:

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 65 of 94

Board/Authority Authorized Course Framework Template

School District/Independent School Authority Name: Board of School Education of School District No.73 (Kamloops-Thompson) District/Independent School Authority Number (e.g. SD43, Authority #432): 73

Developed by: Jordan P. Backman Date Developed: December 7, 2015 (updated February 8, 2019)

School Name: Sa-Hali Secondary School Principal’s Name: Rachael Sdoutz

Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Sports History Grade Level of Course: 12

Number of Course Credits: 4 Number of Hours of Instruction: 120

Board/Authority Prerequisite(s): English 10, Social Studies 10

Special Training, Facilities or Equipment Required:

Course Synopsis: Sports play a large role in contemporary society worldwide. However, few of us pause to think about the larger questions of money, politics, race, sex, culture, and commercialization that surround sports everywhere. This course draws on the tools of anthropology, sociology, history, and other disciplines to give you new perspectives on the games we watch and play.

Goals and Rationale: Sports have become such a major part of global society that scholars have been turning more attention to trying to understand them. There are many exciting new concepts and insights in the growing field of sports studies that we will explore in the class.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 66 of 94

**NOTE: This course is designed to implement the new curriculum using the core competencies within the BCEdPlan. Much of the focus will be on the social responsibility aspect and how to integrate collaboration and community connections. An example of how this will be accomplished is by interviewing both current and former professional athletes within the community. A field trip to the Tournament Capital Centre to visit the Kamloops Sports Hall of Fame will also be organised. As this course progresses, so will the connections within the community.

Aboriginal Worldviews and Perspectives: Aboriginal Worldviews and Perspectives will also be a continuing theme in this course. We will explore the evolution of the North American Indigenous Games as well as the traditional indigenous games and activities. Prominent Indigenous athletes such as Jordin Tootoo, Gino Odjick and Tom Longboat will be examined. Community connections will be furthered by inviting Indigenous elders to speak in the classroom environment.

Declaration of First People's Principles of Learning:  Sports History supports the development of self in support of connecting with others.  Learning is embedded in memory, history, and story.  Exploration of one's identity, philosophy and ethics.

Declaration of Aboriginal Worldviews and Perspectives:  Community involvement (process and protocols)  The power of story.  Leadership  A positive learner-centered approach  Community engagement  Local focus

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 67 of 94 Course Name: SPORTS HISTORY Grade: 12

BIG IDEAS

Olympic The Role of Globalization of Business Student vs Athlete Games Professional Sport of Sports Sports in Society Past & Present Influence on Popular Culture

Learning Standards

Curricular Competencies Content Students are expected to do the following: Students are expected to know the following:

 Introduction to key concepts in sports  analyse primary and secondary sources studies, including the distinctions (historical evidence) with reference to the between play, games, and sports. Olympic Games. Concepts will be built upon the − reliability development of the first recorded − bias and point of view Olympic Games in 776 BC in Olympia, − corroborating and conflicting evidence Greece.  assess significant historical events in  Examination of the 19th century rise of relation to social, political, economic, organized professional sports. The four technological, cultural, gender, race and major North American sporting leagues geographic factors. may be the focus.  assess the value and importance of  Exploration of the globalization of sports, professional organized sports. and the relationship between sports and politics, nationalism, and social protest.  apply critical thinking in regard to the Case studies that will be examined may evolution of professional sports—including include: Hitler’s 1936 Berlin Olympics, questioning, comparing, summarizing, Tiger Woods influence on golf, NHL drawing conclusions, and defending a player Willie O’Ree breaking the colour position—to make reasoned judgements barrier for the Boston Bruins, and, about a range of issues, situations, and perhaps most famously, Jackie topics. Robinson’s entrance into baseball.  demonstrate effective research skills,  Examine the enormous growth of the including multi-billion dollar business of sports, − accessing information including ever increasing salaries, − assessing information television broadcasting rights, video − collecting data games, apparel, licensing, to naming − evaluating data rights on stadiums. Case studies may − organizing information focus on apparel giant Nike, and on the − presenting information

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 68 of 94

current $39.6 billion NFL television − citing sources broadcasting rights that run from 2014- 2022.  demonstrate effective written, oral, and -  Prospective students should be aware graphic communication skills. that gender in sports will be a focus  integrate skills and attitudes of active throughout this course and ALL students citizenship, including ethical behaviour, will have the opportunity to research a open-mindedness, respect for diversity, and variety of women athletes. Some collaboration. prominent examples may include:  represent what it means to be a global Danica Patrick, Ronda Rousey, Lisa citizen within the intricate realm of the Leslie, Annika Sorenstam, Nancy Lopez, sporting community. Michelle Wie, Manon Rheaume, Hayley  Wickenheiser, Cassie Campbell-Pascall, distinctive Canadian programs and policies Billie Jean King, Martina Navratilova, in regards to race/inclusion. Serena Williams, Maria Sharapova,  important Canadian cultural achievements Caroline Wozniacki, Genie Bouchard, that have helped shape our Canadian Alex Morgan, Lindsay Vonn, Jackie sports identity. Joyner-Kersee, and Clara Hughes.

Content – Elaborations

Sports over the last hundred years has affected modern popular culture and has often reflected changing social attitudes and standards. Sports has also seen rapid advances in techniques and achievements in records and levels that reflect the commitment by the athletes. This creates a desire to emulate our sports heroes and to mimic their current fashions and lifestyle.

Recommended Instructional Components:

The instructional approach taken in this class aims to help students to learn on their own, and to become lifelong learners and active researchers. Students will be introduced to the subject matter through viewing and reading of the most current scholarly literature on sport history and through their gathering and critically examining primary source documents. Instructional Methods:  direct instruction  indirect instruction  interactive instruction  independent instruction  modelling  practical creativity  brainstorming  group work  analysis of film/video

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 69 of 94 Recommended Assessment Components:

Students will take turns acting as discussion facilitators, generating readings questions, and leading class discussion as well as posting reflections following classes. Students will enhance their skills in critical reading, writing, analysis, through participating in the peer-review process throughout the year, presenting their work in both written and verbal forms.  Fifty percent (50%) of the grade will be based on evaluations conducted throughout the course.  Fifty percent (50%) of the grade will be based on summative unit reflection journals and/or other evaluations suitable to the course content such as a Final Presentation of Learning.

Type of Assessment Category Details Weighting (%) Formative (50%) Practical Weekly Logbook 10 Applications Research Projects 40 Self-Rating Scale Summative (50%) Final Unit Unit Reflection 30 Assessment Journals Final Presentation of 20 Learning *Students will use Weebly or similar platform to design a website/blog to demonstrate their learning. Members of the community will be invited to participate. Total 100%

Performance Methods Personal Communication Other project proposal outline group dialogue weekly assessment video logbook submissions student/instructor/dialogue teacher anecdotal records projects logbook reflection teacher log portfolio self evaluation rubrics video evaluation peer evaluation rating scales posters/invitations to presentation

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 70 of 94

Learning Resources:

Ancient Olympics: Let The Games Begin https://www.youtube.com/watch?v=5u5T-FOW8_8

Aboriginal Traditional Games and Activities https://www.creativespirits.info/aboriginalculture/sport/traditional-aboriginal-games-activities

The History of the Olympics https://www.youtube.com/watch?v=vzCJSZufTS8

1968 Olympics: The Black Power Salute https://www.youtube.com/watch?v=jnvCiKUlLAw

ESPN 30 for 30: Broke (2014) https://www.youtube.com/watch?v=va2qj4Zv4QM

ESPN 30 for 30: Sole Man (2015) https://www.youtube.com/watch?v=WxcTZn8UCtg

ESPN 30 for 30: How Tracy McGrady Wound Up With Adidas (2015) https://www.youtube.com/watch?v=1G1ZTmNFuPA

Bigger Stronger Faster (Documentary) https://www.youtube.com/watch?v=YAFkrZxUWSg

42: The Jackie Robinson Story (2013) Warner Brother Films. Inside Story: Can sports superstars justify super salaries? https://www.youtube.com/watch?v=x0j7ydeqkhg

The 10 Highest Paid Athletes in the World https://www.youtube.com/watch?v=Ve0j5kbajRM

The NCAA vs Ed O'Bannon lawsuit explained https://www.youtube.com/watch?v=vqFdiMwSHg0

Manon Rhéaume TSN segment 2015 https://www.youtube.com/watch?v=K2eijZwQMMc

Women in Sports Documentary https://www.youtube.com/watch?v=YF7kXUxd2N0

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 71 of 94 Board/Authority Authorized Course Framework Template

School District/Independent School Authority Name: School District/Independent School Authority School District No. 73 (Kamloops-Thompson) Number (e.g. SD43, Authority #432): School District #73

Developed by: Date Developed: Allen Kotani March 1, 2019

School Name: Principal’s Name: NorKam Senior Secondary School Jonathan Brady

Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Grade Level of Course: Art Metal and Jewelry 11

Number of Course Credits: Number of Hours of Instruction: 4 120

Board/Authority Prerequisite(s): No prerequisites. Special Training, Facilities or Equipment Required: Teacher trained in Technology Teacher Education Diploma (TTED) or equivalent. District approved Applied Design, Skills, and Technologies Metalwork shop. All necessary Personal Pro- tection Equipment (PPE) required for specific tools and equipment. Course Synopsis: This course has been developed to offer students the opportunity to think creatively and critically in the processes of design to develop and build real-world solutions to challenges faced in modern life to meet human needs. Students will be introduced to beginner level skills and techniques in metal work fabrication and design. The skills and techniques learned in this course will allow students to advance into Art Metal Jewelry 12.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 72 of 94 Goals and Rationale:

Rationale Technology Education (Art Metal and Jewelry 11) involves students in the design and fabrication of products and/or repair and maintenance services using a variety of materials, methods technologies, and tools in order to develop their ability to shape and change materials in the physical world to meet human needs. Using creative and critical thinking, students have the opportunity to work collaboratively to address real-world challenges by exploring materials, using tools and equipment, designing and building, developing processes, and communicating the merits of their work. They learn to critically evaluate the appropriateness of the products and/or services they develop and those developed by others. As they explore the role of culture, including local First Peoples cultures, in the development of practical and innovative solutions to human needs, they develop a sense of personal and social responsibility for the products and/or services they develop and use, and their effects on individuals, communities, and the environment, now and in the future. Learning in Applied Design, Skills and Technologies provides firm foundations for lifelong learning and, for some, specialized study and a diverse range of career opportunities. The Applied Design, Skills, and Technologies curriculum develops well-rounded citizens who are informed creators and consumers. It fosters the development of future problem solvers, innovators, ser- vice providers, and skilled citizens who can contribute to addressing challenges in our world not yet anticipated with processes and technologies not yet imagined in order to improve their lives, the lives of others, and the environment. Goals The BC Applied Design, Skills, and Technologies curriculum contributes to students’ development as educated citizens through the achievement of the following goals. Students are expected to: • acquire practical skills, safety and knowledge that they can use to bring their ideas from con- ception to fruition • develop a sense of efficacy and personal agency about their ability to participate as investors, innovators, and agents of change to address practical challenges in a rapidly changing world • explore how the values and beliefs of cultures, including local First Peoples cultures, affect the development of products, services and processes • understand the environmental implications of the products and services they are designing and applying • investigate and actively explore a variety of areas, including aspects of Technology Education, and new and emerging fields , in order to develop practical hands-on skills and make informed decisions about pursuing specialized interests for personal enjoyment or careers • develop a lifelong interest in designing, creating, making, and evaluating products, services, and processes, and contributing through informed citizenship, volunteer work, and career opportunities, to finding and addressing practical challenges

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 73 of 94 Aboriginal Worldviews and Perspectives:

Declaration of First People’s Principles of Learning:

• Learning is embedded in memory, history and story. • Leading involves learning from mentors as well as those we are meant to lead. • Learning is holistic, reflexive, reflective, experiential and relational. • Applied Design, Skills and Technologies requires exploration of one’s identity, philosophy and ethics. • Applied Design, Skills and Technologies requires effective team and group dynamics to achieve goals and outcomes.

Declaration of Aboriginal Worldviews and Perspectives:

The First People’s Principles of Learning are inherent in the aspects included in Applied Design, Skills and Technologies. Art Metal and Jewelry is inseparable from connectedness and relationships; specifically: • Community involvement (process and protocols) • The power of story • Experiential learning • Flexibility • Leadership • A positive learner centered approach • Community engagement • The role of the teacher, mentor or leader • Local focus • Industrial practice

Big Ideas

Design for the life cycle Personal design inter- Tools and technologies includes consideration ests require the evalua- can be adapted for of social and environ- tion and refinement of specific purposes. mental skills.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 74 of 94

Learning Standards

Curricular Competencies Content

Students are expected to be able to do the following: Students are expected to know the following: Applied Design • traditional and modern techniques Understanding context in jeweler design and creation • Engage in a period of user-centered research and empathetic • use of artistic elements and image observation design to understand design opportunities to create emotional response and Defining convey ideas • Establish a point of view for a chosen design opportunity • concepts related to the creation of art • Identify potential users, intended impact, and possible unintend- with the primary medium of metal and ed negative consequences alloys • • Make decisions about premises and constraints that define the incorporation of other materials to design space, enhance and develop criteria for success the final product • • Determine whether activity is collaborative or self-directed use, purpose, and traditions of high- value materials Ideating • various forms of casting • Identify, critique, and use a variety of sources of inspiration • detail-oriented welding • Analyze how competing social, ethical, and sustainability consid- • material selection for specific applica- erations tions impact creation and development of solutions • application and purpose of finishes • Generate ideas and enhance others’ ideas to create a range of and polishes possibilities, and prioritize the possibilities for prototyping • carving media for transfer to metal • Choose suitability of possibilities according to success criteria • layout and use of materials to mini- and constraints mize waste and conserve material • Work with users throughout the design process • uses of power and non-power tools Prototyping • design for the life cycle • Choose an appropriate form, scale, and level of detail for prototyping, and develop • ethics of cultural appropriation in a plan that includes key stages and resources design process • Analyze the design for the life cycle and evaluate its impacts • future career options and opportunities in metalworking and jeweler crea- • Visualize and construct prototypes, making changes to tools, ma- tion terials, and procedures as needed • interpersonal and consultation • Record iterations of prototyping skills to interact with clients Testing • Identify and communicate with sources of feedback • Develop an appropriate test of the prototype, conduct the test, and collect and compile data • Evaluate design according to critiques, testing results, and success criteria

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 75 of 94 to make changes Making • Identify appropriate tools, technologies, materials, processes, cost implications, and time needed • Create design, incorporating feedback from self, others, and results from testing of the prototypes • Use materials in ways that minimize waste Sharing • Decide how and with whom to share creativity, or share and promote design and processes • Share the product with users and critically evaluate its success • Critically reflect on plans, products and processes, and identify new design goals • Evaluate new possibilities for plans, products and processes, including how they or others might build on them Applied Skills • Apply safety procedures for themselves, co-workers, and users in both physical and digital environments • Individually or collaboratively identify and assess skills needed for design interests • Demonstrate competency and proficiency in skills at various levels involving manual dexterity and metalworking and jeweler making techniques • Develop specific plans to learn or refine identified skills over time Applied Technologies • Explore existing, new, and emerging tools, technologies, and systems to evaluate suitability for their design interests • Evaluate impacts, including unintended negative consequences, of choices made about technology use • Examine and analyze the role that changing technologies play in metalworking and jeweler design contexts

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 76 of 94 Big Ideas – Elaborations

• Design for the life cycle: taking into account economic costs, and social and environmental impacts of the product, from the extraction of raw materials to eventual reuse or recycling of component materials • environmental impacts: including manufacturing, packaging, disposal, and recycling considerations • technologies: tools that extend human capabilities

Curricular Competencies – Elaborations

• user-centered research: research done directly with potential users to understand how they do things and why, their physical and emotional needs, how they think about the world, and what is meaningful to them • empathetic observation: aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people; may be informed by experiences of people involved; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; experts and thought leaders • constraints: limiting factors, such as task or user requirements, materials, expense, environmental impact • sources of inspiration: may include personal experiences, First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, and professionals • plan: for example, pictorial drawings, sketches, flow charts • impacts: including social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, transportation to markets; servicing or providing replacement parts; expected usable lifetime; and reuse or recycling of component materials • iterations: repetitions of a process with the aim of approaching a desired result • sources of feedback: may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline • appropriate test: includes evaluating the degree of authenticity required for the setting of the test, deciding on an appropriate type and number of trials, and collecting and compiling data • share: may include showing to others, use by others, giving away, or marketing and selling

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 77 of 94 Content – Elaborations

• artistic elements: for example, line, shape, space, texture, color, form, tone, pattern, repetition, balance, contrast, emphasis, rhythm, movement, variety, proportion, magnification, reversal, fragmentation, distor- tion • other materials: for example, glass, gems, jewels, plastics • high-value materials: for example, gold, silver, brass, bronze • casting: for example, sand, investment, spin • welding: for example, brazing, soldering, wire-feed welding, gas welding • finishes and polishes: for example, brushed, satin, matte, hammered, textured, flame, plating • carving media: for example, soapstone, cuttlebone, foam • power: for example, rotary tool, ultrasonic cleaner/polisher, engraver, soldering iron • non-power: for example, file, jeweler’s saw, flat-nosed pliers, bead crimper, ring gauge, polisher, tum- bler, burnisher, roller • cultural appropriation: using or sharing a cultural motif, theme, “voice,” image, knowledge, story, or practices without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn • interpersonal and consultation skills: for example, professional communications, collaboration, follow- ups, courtesies, record keeping, ways to present visuals

Recommended Instructional Components: • Direct Instruction • Demonstrations • Modelling • Simulations • Student-in-Role • Peer teaching • Experiential Learning • Reflective Writing Recommended Assessment Components: Ensure alignment with the Principles of Quali- ty Assessment

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 78 of 94 Board/Authority Authorized Course: Psychology 11 Biopsychology and Cognition

School District/Independent School Authority Name: School District Authority Number: School District No. 73 (Kamloops-Thompson) SD73

Developed by: Date Developed: Susan Kabotoff November 2017

School Name: Principal’s Name: NorKam Senior Secondary School Jon Brady

Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Grade Level of Course: Psychology 11 Biopsychology TRAX Course Code (YPSYC 11) Grade 11

Number of Course Credits: Number of Hours of Instruction: 4 120

Board/Authority Prerequisite(s):

English 9, Social Studies 9 Special Training, Facilities or Equipment Required: Teacher will need basic background knowledge of Psychology.

Course Synopsis: The purpose of the Biopsychology course is to introduce the systematic and scientific study of the behavior and mental processes of human beings and other animals. Included is a consideration of the psychological facts, principles, and phenomena associated with the biological level of analysis in Psychology. Students also learn about the ethics and methods psychologists use in their science and practice. There is extensive overlap between neuroscience in the Biology curriculum and Career Life Education in the BC Curriculum.

Goals and Rationale: Learning Psychology helps us to learn about ourselves and others. Due to the nature of the discipline, students will be encouraged to evaluate research, pursue inquiry and synthesize information in a meaningful and often personal way. Understanding how brain function, emotions and human behavior interact enables student understanding and helps them to lead healthier lifestyles.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 79 of 94 Board/Authority Authorized Course: Psychology 11 Biopsychology and Cognition

Aboriginal Worldviews and Perspectives:

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors – In psychology students will be asked regularly to discuss how what they are learning can contribute to their mental health and that of others.

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Reaction and reflection journals allow students to take the time to deeply think about course contents and the classroom context in Psychology. Discussions are directed in a collaborative, Socratic manner rather than being competitive or conflictual in nature.

Learning involves recognizing the consequences of one’s actions. In many instances during the study of drugs and neurotransmission, students will experience and understand how simple social choices can have long-term and behavior-altering consequences.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 80 of 94 Board/Authority Authorized Course: Psychology 11 Biopsychology and Cognition

Big Ideas The field of We can The field of Our perception, psychology best understand neuroscience thinking, supports human behavior and the study of memory, and thinking that if we view it the brain can The role of attitudes all examines from three help us to ethics in operate on two assumptions levels - the understand why psychology. levels: weighs biological, we sometimes conscious and evidence, and cognitive, and behave as we unconscious. tests social-cultural do. conclusions.

Learning Standards Curricular Competencies Content Students are expected to do the following: Students are expected to know the following:

Gather, Interpret and Analyze and Critical • Students can define the field of psychology and Thinking Skills – Students can use critical thinking to distinguish between the three levels of analysis evaluate and interpret psychological studies in psychology: biological, cognitive and sociocultural Evaluate and Apply research methods in • Students can identify and evaluate research psychology, respecting ethical guidelines and best studies on their merit (reliability and validity), practices in human science research sample size, ethical considerations and relevance to the various topics of the course Communicate Ideas Effectively – Students can and as they apply in their daily lives, qualitative demonstrate the ability to interpret data from both vs quantitative research theorists in the field and of their own studies, making • Students can describe and explain the anatomy connections to both prior knowledge and potential of the brain and the Central Nervous System, future impact the endocrine system • Students can describe neurons and the process Demonstrate Self-Awareness – Students can of neurotransmission discuss how the neuroscience is evident in and has • Students can conduct or replicate common an effect on their everyday functioning as an organism psychological experiments as they relate to basic functioning of the brain –CNS Communication and Critical Thinking Skills – • Students can identify various neurological and Students can discuss topics that elicit diverse nervous system conditions and their impact on reactions, accepting, identifying and sometimes daily life defending their own viewpoint as well as those that • Students can identify and explain the effects of differ thus contributing to a collaborative, safe the main drug types on neurotransmission environment rich in the exchange of ideas • Students can explain and distinguish between sensation and perception as they apply to each sense • Students can identify states of consciousness • Students can identify how increasingly sophisticated technology has contributed to our understanding in Psychology • Students can effectively use APA citation format

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 81 of 94 Board/Authority Authorized Course: Psychology 11 Biopsychology and Cognition

Big Ideas – Elaborations The field of psychology supports thinking that examines assumptions, weighs evidence, and tests conclusions. • Students will be exposed to studies using various research methods: case studies, surveys, observation, correlational studies, experimentation, longitudinal studies etc. • Understanding the limits and strengths of case studies is central to exercising caution when discussing human behaviour – i.e. focus on small participant group or sample can allow a more in-depth analysis but limits the applicability of the conclusions to the general population

Curricular Competencies – Elaborations Gather, Interpret and Analyze and Critical Thinking Skills – Students can use critical thinking to evaluate and interpret psychological studies Comparing and contrasting MRI, EEG, PET and fMRI images used in studies such as brain localization, Alzheimer’s studies, Maguire et al (2006) study of changes in hippocampus, Smith (2013) U of Texas study on electrodes and the brain’s self-control circuit, Massimini (2013) degree of consciousness test studies, structural vs functional imaging

Evaluate and Apply research methods in psychology, respecting ethical guidelines and best practices in human science research. Numerous studies used throughout the course will be discussed for their academic merit HM-epilepsy amnesia Raine et al (1997) study on brains of murderers vs controls for brain activity, vs experiments like Martinez and Kesner (1991) on rats re role of neurotransmitter acetylcholine in learning and memory Passamonti et al (2012) study of low levels of serotonin and aggression, Gustella et al (2008 and 2010) about oxytocin and behavior as well as the Stanford Prison Experiment of models for sample size, case studies, experimentation, ethics in research etc.

Communicate Ideas Effectively – Students can demonstrate the ability to interpret data from both theorists in the field and of their own studies, making connections to both prior knowledge and potential future impact. Students must replicate a simple experiment on a small scale: the Stroop effect, sense deprivation activities, and sense of smell as influences sense of taste experiment. In all activities students respect the scientific method for a basic lab write-up. In the analysis students identify how this data further reinforces claims made in class, predictions, and hypotheses.

Demonstrate Self-Awareness – Students can discuss how the neuroscience is evident in and has an effect on their everyday functioning as an organism By learning about the role of the amygdala and stress in brain function, students can examine techniques we have learned from psychology for dealing with stressful situations in our daily lives, facing fears, the role of breathing and self-talk and understanding post-traumatic stress syndrome. Further, the extensive units on neurotransmission and behavior and drugs as they interfere with normal neurotransmission can help students to understand the consequences of caffeine, nicotine, cannabis, hallucinogens, alcohol and other drugs, on a short-term and long-term basis.

Communication and Critical Thinking Skills – Students can discuss topics that elicit diverse reactions, accepting, identifying and sometimes defending their own viewpoint as well as those that differ, contributing to a collaborative, safe environment rich in the exchange of ideas Using individual student thought journals, Socratic seminars and general question and answer sessions, psychology students have the opportunity to explore a wide variety of controversial issues. Students will interact with both the teacher and their peers and learn to respect themselves and others in the process of the daily exchange of ideas as well as in formal communication activities like fishbowl discussions and brainstorming. BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 82 of 94 Board/Authority Authorized Course: Psychology 11 Biopsychology and Cognition

Content – Elaborations • digital imaging in biopsychology • anatomy of the brain, the cerebral cortex, hemispheres, lobes, neurons, the brain and central nervous system parasympathetic vs sympathetic • localization of function in the brain • neurotransmitters and neurotransmission • deregulation of neurotransmission due to stimulants, depressants, opioids, hallucinogens, chemical dependence • genetics in psychology and special conditions: Attention Deficit Hyperactivity Disorder, Fetal Alcohol Syndrome, Autism, Spectrum Disorder, Schizophrenia, intro to abnormal psychology • hormones, the endocrine system, and behaviour • sensation and perception (overlapping theme from biological level of analysis into cognition) • states of consciousness

Recommended Instructional Components: Powerpoints, multimedia presentations, readings, work with a textbook, student-inquiry led research sessions, open discussions and processing time in both formal and informal settings

Recommended Assessment Components: Ensure alignment with the Principles of Quality Assessment

A variety of evaluation and assessment tools can be used with this curriculum (Quizlet, Kahoot.it, journals, worksheets, quizzes, tests, PBL, oral presentations, Socratic seminars, labs and essays). Care should be taken to appeal to a wide variety of learning styles and where possible, give students the ability to show what they know in multiple formats. Also, it should be acknowledged that assessment for and as learning (formative) should be used mainly to the benefit of the learning, generating marks mainly from assessments of learning (summative).

Learning Resources: Main textbook: Openstax Psychology “Download for free at http://cnx.org/content/col11629/latest/.” © 2014 Rice University. Textbook content produced by OpenStax College is licensed under a Creative Commons Attribution 4.0 International License.

Khan Academy videos (on most topics) Crash Course Psychology video series; many resources for course already generated and shared on sites like Quizlet and Kahoot.it

Additional Information: Psychology 11, a natural progression in the secondary study of Psychology, will review biopsychology, research methods and basic principles of cognition, then proceed to cognition topics such as emotions, motivation and memory as well as sociocultural topics of attitudes, gender, identity, cultural origins, stereotypes, developmental psychology, relationships, mental health and careers in psychology.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 83 of 94

BOARD AUTHORITY/AUTHORIZED COURSE FRAMEWORK

School District/Independent School Authority Name: School District/Independent School Authority Number No.73 School District No. 73 (Kamloops-Thompson)

Developed by: Alysia Francis, Brandi Rusk, Melody Date Developed: March 16th, 2019 Tompkins. In consultation with previous SD73 BAA Course (Al Baker)

School Name: South Kamloops Secondary School / Principal’s Name: Walt Kirschner / Barb Hamblett Valleyview Secondary School

Superintendent Approval Date (for School Districts Superintendent Signature (for School Districts only): only):

Board/Authority Approval Date: Board/Authority Chair Signature:

Course Name: Grade Level of Course: 11 / 12 Teaching Assistant

Number of Course Credits: 4 Number of Hours of Instruction: 120

Board/Authority Prerequisite(s): ● Previous successful completion of course student wants to TA ● Approval of mentor teacher required before signing up for the course ● Must be in Grade 11 or 12

Special Training, Facilities or Equipment Required: Each student must find a teacher who will sponsor them as a Teaching Assistant in their area of interest. Each student will have to complete a Teaching Assistant contract that includes 120 hours of assistance for four credits and written acceptance by the teacher. The teacher will directly supervise the student. The teacher will outline a written list of goals, expectations and outcomes for the learning term. Units and topics can vary in

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 84 of 94 consultation with the teacher and student according to ministry curriculum areas. For example, teacher and student can develop specific lessons such as student facilitated teaching.

Course Synopsis: This is an active participatory course requiring regular attendance to cultivate networks and establish reciprocal relationships to support and broaden awareness and options . It will offer different opportunities to enhance learning by including ongoing cycles of exploring, planning, reflecting, adapting and deciding. Students will develop their individual and collective sense of social responsibility while learning lifelong skills. These skills include, but are not limited to, communication, creative and critical thinking, personal and cultural identity, social responsibility, and awareness. Students will apply these skills through experiential learning while mentoring students through planning, reflecting and teaching.

Goals and Rationale: Rationale: Growth as a student is dependent on perseverance, resilience, refinement, and reflection. Research indicates that students who teach material to others learn the material more thoroughly. The opportunity to be a mentor in a subject of interest allows the Teaching Assistant to develop skills beyond the knowledge of the subject matter itself, including increased self-confidence, self-worth and organizational skills. Students of different social abilities are able to experience helping, mentoring and role modelling. This course will offer students the opportunity to grow through experiential learning while contributing to their school and community. In return, students taking the class with a Teacher Assistant often benefit from listening to explanations from other, mature students.

Goals: ● Give, receive and act on feedback ● Acquire, interpret and present information ● Work collaboratively to inquire, plan, problem solve, perform and accomplish projects and activities ● Explain and reflect on experiences and accomplishments ● Share and develop ideas ● Connect and engage with others ● Develop understanding and deeper relationship ● Generate ideas ● Decide, evaluate, develop, refine and realize ideas ● Analyze and critique a position, process, performance, product or act ● Question and investigate problems or challenges that relate to issues and situations ● Develop and design varied responses to problems and issues with clear purpose and for a targeted audience ● Understand how relationships and cultural contexts shapes who we are ● Understand how values and identity influence the context of our lives ● Acknowledge personal strengths and abilities as assets ● Use personal assets to contribute to different communities ● Contribute to community and the environment ● Develop appreciation for different perspectives and value diversity ● Work to solve problems in peaceful ways ● Build and maintain relationships in a variety of contexts ● Have a sense of personal efficacy and confidence ● Take responsibility for own choices and actions

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 85 of 94 ● Recognize and take responsibility for how decisions/actions affect one’s own mental, physical, emotional, social, cognitive and spiritual wellness ● Understand the unique teacher/ teacher assistant relationship and the ethical responsibilities.

Aboriginal Worldviews and Perspectives: Declaration of First Peoples Principles of Learning: • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. • By filling a supportive role within a class, the teaching assistant contributes to the wellness of our community as a whole. • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness on reciprocal relationships, and a sense of place). • Learning involves patience and time. • By helping diverse students in a class • Learning involves exploration of one’s identity.

Declaration of Aboriginal Worldviews and Perspectives: • Connectedness and Relationship: • Acting as a teaching assistant allows students to form relationships with each other. Allowing older students to mentor younger students contributes to the feeling of connectedness within a building. • Emphasis on Identity: • When students have the opportunity to act in a supervisory/leadership role, they learn about their own identities. • Experiential Learning: • Every day, students will have the opportunity to help other students in their courses, which is the process of learning through doing (experiential learning)

Course Name: Teacher Assistant Grade: 11

Big Ideas

Cultivating relationships Experiential learning includes Contributing to can support and broaden ongoing cycles of exploring, our school awareness and planning, reflecting, adapting, community appreciation of others and deciding. increases social perspectives. responsibility and benefits both ourselves and others.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 86 of 94

Course Name: Teacher Assistant Grade: 11

Learning Standards

Curricular Competencies Content

Students are expected to individually and collaboratively be able to: Students are expected to know the

following: Communication Skills: • apply effective strategies for communicating clearly to the students with staff support • approaches for helping students • model cooperation and respect in the learning process with staff grow in confidence and be support successful academically • utilize active listening skills with support • goal setting strategies • utilize effective questioning skills with support • methods for being organized • demonstrate effective interpersonal and intrapersonal skills with • conflict and confrontation support management techniques, such as • recognize, understand and appropriately respond to verbal and non- compromise, making suggestions, verbal communication with support understanding motivation, and • self-monitor understanding of instructions and ask for clarification when meeting needs necessary • how to maintain records • that confidentiality about student Leadership Skills: needs/grades is required • work independently and collaboratively with the students with monitoring by the classroom teacher • demonstrate flexibility and adaptability in supporting the learning process • anticipate and plan appropriate actions during the class with support • assist the teacher with organization of student records with the clear understanding that teaching assistants will not have access to student data as per FOIPPA requirements. • acquire a deeper understanding of subject material through the teacher assistant process

Organizational Skills: • describe how their own personal strengths and knowledge apply to the class setting • assess the length of time required to complete various tasks • prioritize tasks with guidance • use class time effectively with guidance • maintain an organized work space with support • bring, gather or prepare appropriate materials for the class situation

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 87 of 94

Learning Support: Application and Theory: • With support, apply strategies to reinforce concepts introduced by the teacher • model appropriate behaviour apply conflict resolution skills • provide support and encouragement to help the student: • develop a positive self image • develop a belief in his/her ability to learn • develop a sense of pride and accomplishment in what she/he is able to do • apply the theories of motivation and reinforcement in learning and behaviour • analyze and plan for individualized instruction and diverse learning needs of students in the class setting

Social Responsibility Skills: • apply the skills of an effective team member • demonstrate appreciation, value and acceptance of the dignity that should be afforded to all individuals • examine the need for ethical behaviour in an educational setting

Course Name: Teacher Assistant Grade: 12

Big Ideas

Cultivating relationships Experiential learning includes Contributing to our can support and broaden ongoing cycles of exploring, school community awareness and planning, reflecting, adapting, increases social appreciation of others and deciding. responsibility and perspectives. benefits both ourselves and others.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 88 of 94

Course Name: Teacher Assistant Grade: 12

Learning Standards

Curricular Competencies Content

Students are expected to individually and collaboratively be able to: Students are expected to know the

following: Communication Skills: • apply effective strategies for communicating clearly to the students with staff support • approaches for helping students grow in • model cooperation and respect in the learning process with staff confidence and be successful support academically • utilize active listening skills with support • goal setting strategies • utilize effective questioning skills with support • methods for being organized • demonstrate effective interpersonal and intrapersonal skills with • conflict and confrontation management support techniques, such as compromise, • recognize, understand and appropriately respond to verbal and non- making suggestions, understanding verbal communication with support motivation, and meeting needs • self-monitor understanding of instructions and ask for clarification when • how to maintain records necessary that confidentiality about student needs/grades is required Leadership Skills: • work independently and collaboratively with the students with monitoring by the classroom teacher • demonstrate flexibility and adaptability in supporting the learning process • anticipate and plan appropriate actions during the class with support • assist the teacher with organization of student records with the clear understanding that teaching assistants will not have access to student data as per FOIPPA requirements. • acquire a deeper understanding of subject material through the teacher assistant process

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 89 of 94 Learning Support: Application and Theory: • With support, apply strategies to reinforce concepts introduced by the teacher • model appropriate behaviour apply conflict resolution skills • provide support and encouragement to help the student: • develop a positive self image • develop a belief in his/her ability to learn • develop a sense of pride and accomplishment in what she/he is able to do • apply the theories of motivation and reinforcement in learning and behaviour • analyze and plan for individualized instruction and diverse learning needs of students in the class setting

Recommended Instructional Components: ● Direct Instruction ● Indirect Instruction ● Peer and Partner Instruction ● Demonstrations ● Modelling ● Simulations ● Peer Teaching ● Experiential Learning ● Reflective Writing

Recommended Assessment Components: Ensure alignment with the Principles of Quality Assessment

Self-Evaluation: Take a look at the rubric – Teacher Assistant 11/12 Self and Teacher Core Competency Assessment. At the end of the course, how have you grown in the core competencies of Communication, Personal Awareness and Responsibility, and Social Responsibility? Identify where you fit on the rubric. Prepare a presentation for your mentor teacher to explain how you have grown in these areas while you have been a teacher assistant. Use evidence from the course to support your opinion.

Teacher Evaluation: Assess teacher assistants at the end of the course in the core competencies of Communication, Personal Awareness and Responsibility, and Social Responsibility as they have been demonstrated. Keep in mind that as students move through the Grade 11/12 levels, they should demonstrate these core competencies in increasingly sophisticated ways.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 90 of 94 Other Assessments: • Weekly learning journals explaining what they have done as a teacher assistant in class, with a reflection on how their actions have helped them to grow, challenges they experienced, problems they helped to solve, and ways they worked with their mentor teacher. • Monthly Reflections: At the end of each month, have students use the rubric to assess how they have demonstrated growth in the Core Competencies and to set goals for improvement for the following month.

Learning Resources:

1. Employability Skills a. Essential Skills (Human Resources Development Canada) https://www.canada.ca/en/employment-social-development/programs/essential- skills/profiles/guide.html b. Conference Board of Canada Employability Skills (2019) c. Career Life Education d. Focus Areas document – Human Services/Post-secondary/Career Resources

2. Digital materials (laptop, tablet) for documenting experience

3. Books/texts/articles a. 7 Habits of Highly Effective Teens – Sean Covey b. Tutoring by Helping – Elizabeth Sabrinsky Foster c. “Peer, Pair, Perfection” --Jennifer Kelly Geddes, School Library Journal 2016

4. Career Life Connections

Capstone Project: This course may provide opportunities for students to add to their graduation Capstone portfolio including letters of reference, information about related careers, photo essays, vlogs, conversations with mentors and reports.

Additional Information: Teaching Assistant positions allow students to develop important leadership and interpersonal skills. Students from all ability levels are able to increase their own skills and contribute to their community and school through these positions.

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 91 of 94 Teacher Assistant 11/12 Self and Teacher Final Assessment

BAA Course Framework Template

Board Authority/Authorized Course Revisions Tech Academy 12B Tech Academ... Page 92 of 94

DATE: May 9, 2019

TO: Board of Education

FROM: Kelvin Stretch, Secretary-Treasurer

RE: $1.75 M Capital Project Funding Agreement (CPFA) – Valleyview

(PUBLIC – FOR APPROVAL)

The Ministry of Education – Capital Division, is developing the Capital Project Funding Agreement (CPFA) which will include our district’s share of the recently approved capital cost for the Valleyview Secondary expansion project.

After discussing the district’s contribution with Directors McDonald and Cassidy, we recommend the following transfers from Ministry of Education – Restricted Capital and from Operating Reserve to Local Capital as well as and an estimated budget allocation over the next three years to accommodate our $1.75M share of the district’s capital cost.

Transfer: Ministry of Education – Restricted Capital $161,000 Employer Health Tax – Operating Reserve $425,000 Unrestricted Reserve – Operating Reserve $237,000 Total Transfers: $823,000

Budget: Local Capital 2018-2019 $500,000 Local Capital 2019-2020 $213,500 Local Capital 2020-2021 $213,500 Total Budget Allocations: $927,000 Total Transfer and Budget Allocations: $1,750,000

Board Approval is Recommended.

Respectfully Submitted

Kelvin Stretch, MBA, FCPA, FCMA CFO/Secretary-Treasurer

KS/kjs

Capital Project Funding Agreement (CPFA) - Valleyview Secondary Page 93 of 94 Capital Project Funding Agreement (CPFA) - Valleyview Secondary Page 94 of 94