Campbell Collegiatecampbellcollegiate.rbe.sk.ca/sites/campbell/files/2014...Don’t let your high school years pass by without enjoying the high school life. Get involved both academically
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Campbell Collegiate believes in the dignity of each individual. We strive to develop responsible citizens and life- long learners by fostering intellectual, physical, social and emotional growth within a safe learning environment
School History
he original planning for a high school in Hillsdale began in 1960. Campbell Collegiate opened for classes in September 1963.
T
4
Our school was named for Mr. John Esson "Shorty" Campbell (1886-1973).
His lengthy career as an educator included 34 years as a teacher and principal at
Regina's Central Collegiate (1912-46). Mr. Campbell always maintained
interest in Central and attended Commencement Exercises at the school for 59 consecutive years.
An addition of six classrooms was made in 1965 to accommodate Grade 8
students from Massey and Grant Road. Later, McVeety and Elsie Dorsey
schools closed their Grade 8 programs.
In 1969, Campbell obtained comprehensive high school status when an
extensive addition was made to include a second gym and facilities for
industrial arts, technologies and business education. Additional labs, classrooms, the Resource Centre and TV studios (now closed) were also added.
SCHOOL CREST
he Latin motto "Ne Obliviscaris" (Let us not forget) is a banner over the guardian lion, symbol of our bond to the crown.
The triple maple leaf of the Canadian Memorial Bearings lies below the book of learning. The colors are the green and gold of Saskatchewan.
THE TARTAN CREED
Learn and perform to the fullness of your potential
Exercise self-restraint, leaving room for freedom
Be orderly, cooperative, and empathetic
Live in harmony with your fellowmen
Be serious but with enjoyment
Be determined and persistent
DAILY TIME SCHEDULE
Regular Day
Period 1 8:30 – 9:31
Homeroom 9:36 – 9:51
Period 2 9:56 - 10:57
Period 3 11:02 – 12:03
Noon Hour 12:03 – 1:13
Period 4 1:18 – 2:19
Period 5 2:24 – 3:25
T
5
SHARED VALUES
y facilitating a process of community consultation, through the Shared
Values Advisory Committee and the Shared Values Forum, the Regina
Board of Education identified four categories of shared values. To
maintain a focus on students, the areas are expressed in the form of
empowering “I” statements:
I BELONG
A sense of belonging is important to educational success. It is fostered by our
family, our friends and our community. In an educational setting, a sense of
belonging is created by recognizing and utilizing each individual’s unique
contributions. As a caring community, Regina Public Schools work to ensure
that they are comfortable, safe places for everyone to work and learn.
I WANT TO KNOW
The value of knowledge is fundamental to education. It is within this context
that Regina Public Schools develop policies, deliver curriculum, and create
appropriate and challenging learning environments. It is important to
encourage and to nurture a commitment to excellence in learning, with an
emphasis on academic achievement and personal, moral and ethical
development. Regina Public Schools instill the value of knowledge in three areas: knowledge of self, knowledge of others, and knowledge of community.
I RESPECT
The value of respect is critical for living and learning within a diverse
community. Respect provides the basis for all interactions within Regina Public
Schools. Respect is based upon acceptance and understanding of the
similarities and differences among people. In an educational setting, respect is
an essential component to ensure that all students reach their highest potential. Teaching the value of respect includes: respect for self, others, and community.
I AM RESPONSIBLE The value of responsibility is a cornerstone of a healthy society and essential
for quality education. Regina Public Schools are committed to the development
of personal, social and community responsibility. The exercise of these
responsibilities extends to human interactions, the learning environment, and
curriculum development and delivery. The development of personal and social
responsibility places an emphasis on responsibility for self, responsibility towards others, and responsibility within the community and the world.
B
Campbell Collegiate
Floor Plan
6
SHARED EXPECTATIONS’ OF CAMPBELL COLLEGIATE
The Essence of Learning
The purpose of the Shared Expectations is to promote the following values in
and out of the school. Campbell Collegiate is a community that lives and works
together. The Campbell Community believes that working together to follow these values will result in a positive educational experience.
BELONGING…
by listening attentively to others
by supporting others in learning together
by participating in community service
by showing consideration for others whose values and beliefs may differ by treating others with dignity
LEARNING…
by attending school regularly and punctually
by arriving prepared to do their best
by being actively involved in learning
by cooperating in group activities
by requesting assistance when necessary
by taking responsibility for completing assignments by following our school’s rules and expectations
RESPECT…
by treating others fairly
by encouraging others to do their best
by being courteous
by respecting their own property and the property of others
by following the rules of safety
by contributing to a clean and healthy environment
RESPONSIBILITY…
by taking responsibility for their own actions and decisions
by being honest
by developing their strengths and interests to benefit from educational
opportunities
by being morally responsible
7
School Policies
ampbell students understand that orderly conduct and courtesy to teachers
and other students is expected of them at all times. Students are subject to
discipline by any teacher anywhere on the school premises. The school
premises are defined as the school buildings, parking lot, school grounds and
the streets that bound the school grounds, or any place during school based and
supervised activities. The information contained in this handbook is divided
into three groupings: Academic Programming, Student Guidelines and Student Information.
ACADEMIC PROGRAMMING
LEARNING ASSISTANCE PROGRAM
his program is designed for students from Grades 9-12 who experience
difficulty in academic subjects. The students receive tutorial assistance in academic subjects on a daily basis.
ALTERNATE EDUCATION
he Alternate Education program provides educational opportunities for
students with challenging needs. Students enrolled require significant
modification of curricula, and often need technical or personal assistance.
Students have opportunities to take a wide variety of academic and vocational
classes, both in alternate and general education. An extensive out of school
work experience is provided for senior students. The students are an integral
part of the school and readily participate in many school activities. The
Alternate Education Program focuses on promoting independence, building self-esteem and preparing the students for the world of work.
BILINGUAL PROGRAM
he Bilingual program was introduced in 1984. Campbell serves south
Regina as the high school for French Immersion. About 20% of students
take classes where French is the language of instruction. Classes include
French Language Arts, Art, Social Studies, Math, Wellness and Drama. The
Grade XII students write the IB final exam in French.
C
T
T
T
8
THE INTERNATIONAL BACCALAUREATE (IB)
nternational Baccalaureate (IB) offers the motivated student an opportunity to challenge his/her own ability to learn.
The IB program is a challenging pre-university course of study offered at 1000
schools in 108 countries around the world. The IB Philosophy believes in training students how to learn by means of curriculum of high quality and rigor.
Campbell's IB program covers three years: a pre-IB year in Grade 10 and the two-year IB program in Grades 11 and 12.
IB courses may be offered at either Higher Level (HL) or Standard Level (SL).
At Campbell, English, History, Chemistry and Mathematics are taught at the
Higher Level. Students may sit either the HL or SL Mathematics examination.
French, Biology, Physics, Art, Computer Science, Music and Theatre Arts will
be offered at the Standard Level. University credit may be granted for some courses.
The IB goal is to educate an international community of skilled, thoughtful,
compassionate and responsible citizens whose commitment to humanity and to
their communities transcends national, cultural and social barriers and whose zest for learning continues throughout their lives.
ACADEMIC AWARDS
lass Pins are awarded by Campbell Collegiate to students who achieve a
minimum of 79.5% based on six courses (Grade 9 and 12) and seven
courses (Grade 10 and 11). Required core subject marks will be
considered from any class taken during the current school year or any class
previously taken at the student’s current grade level or higher. Elective subject
marks will only be considered from the current school year. Students
spending only a partial year at Campbell can apply to the office to be considered for a class pin based on external courses.
Grade 9 pin averages are calculated using courses instructed in English or
in French, and must include:
- One language arts class (Francais Immersion 9 or ELA 9)
- One mathematics 9 class
- One science 9 class
- One social studies 9 class
- Two current year additional electives
I
C
9
Grade 10 class pin averages are calculated using:
-Two credits from English A10, English B10, or Français 10
-one credit from Foundations of Math and Pre-Calculus 10, Math 11,
Workplace and Apprenticeship Math 10, or Foundations of Math and Pre-Calculus (IB) 10
-One credit from Science 10, or Science 10 (IB)
-One credit from a Social Science (History 10, Native Studies 10, Sciences humaines 10)
- Two current year additional electives
Grade 11 class pin averages are calculated using:
-One credit from English 20, English 20 (IB), or Français 20,
-One credit from Biology 20, Chemistry 20, Physics 20, or Computer Science 20
-One Mathematics course from the 20 level (Foundations 20, Precalculus 20, Workplace 20, Foundements 20, Precalcul 20 or Math 21)
-Four additional current year electives (may include World Literature 20 (IB), History 20 or French immersion integre A20)
Grade 12 class pin averages are calculated using:
-Two credits from English A30, English B30, and Français 30
-One credit from History 30, History 30 (IB), Native Studies 30, Science Sociales 30 or Social Studies 30
-Three additional current year electives
GENERAL PROFICIENCY AWARDS
General Proficiency Award is presented to the students with the top three
averages in each grade (9 through 11). The criteria used for Class Pin
Awards are used when calculating the top averages. A gold, silver and
bronze pin are awarded at each grade level.
A
10
STUDENT GUIDELINES
ATTENDANCE
y law (The Education Act), regular attendance is the responsibility of the parent and pupil:
"Every parent, guardian, or other person having charge of a pupil
who is of compulsory school age shall take the steps that are necessary to
ensure regular attendance of that pupil. Every pupil shall attend school
regularly and shall furnish promptly to the principal such information as he/she may require . . . with respect to any absence from school."
If a student is absent, we expect a parent or guardian to phone the school (306-
523-3250) with an explanation. If the phone call is not made, the student must
bring an explanatory note from home signed by a parent or guardian. If a call
or note is not received verifying the absence, a computer generated call may
contact your home to report the absence.
Students who are absent from classes on the day of an extra-curricular activity,
including dances, should not expect to participate in those activities.
Student attendance is a very important part of the educational process. Regular
attendance and promptness are necessary for continuity of instruction.
Evaluation is continuous. Although students are responsible for all work
missed, time lost from class cannot simply be retrieved through homework.
Discussion opportunities and participation in class activities have been lost.
Excessive absences can result in withdrawal of credit.
Students leaving on family holidays or other extended events must inform their
teachers in advance of their departure. Completing work prior to leaving is strongly recommended.
CARE OF SCHOOL PROPERTY
e ask students to care for all equipment and property of the school.
Students will be held financially responsible for any damage.
B
W
11
INTERNET POLICY
ccess to the school’s computer networks and the use of the Internet is an
important part of a student’s education. Access to these resources comes
with some responsibility. Before students use the computer equipment in
the school, they must read and sign an agreement that outlines appropriate
computer use within the school. A representative from the computer science
area discusses the agreement with the students. The key points in the agreement include:
The computers and the Internet are to be used for educational use only.
The use of the equipment must be in support of educational activities that
support your class activity. Personal email, game playing, downloading
software does not fall into this category.
Users of the Computer networks and the Internet must display appropriate
network etiquette. This includes, but is not limited to, being polite in all
communications, using appropriate language, respecting the privacy of all
individuals, displaying appropriate computer ethics, not modifying the
computer systems in any way, with respect to hardware or software that
can hamper the computer’s performance for another individual.
Using the computers and the Internet is a privilege. This privilege may be
removed if it is felt you are using the equipment for inappropriate reasons,
or in an inappropriate manner – both electronically and physically.
Security on any computer network is always a concern. If students become
aware of a security problem, they are to notify a system administrator or a
teacher as soon as possible.
Excessive use of consumable resources (printing) may result in an
additional cost to the student.
Labs are available to the students throughout the day. Students must
receive permission from an appropriate subject teacher before they can
have access to the equipment.
TEXTBOOKS
ll student textbooks, with the exception of workbooks, are distributed free
of charge. Students, however, are responsible for the textbooks they are
issued to them and will be assessed charges for damage or loss. Accounts must be cleared before final examinations are written.
Students who are required to report to the office on an exam day may lose some
time used in writing the exam. Every effort should be made by the student to
ensure that problems are dealt with well before the final exam period.
A
A
12
DROPPING CLASSES
lasses cannot be dropped without the written consent of the parent, subject
teacher, and guidance counselor or vice principal. Please consult the school calendar for each semester’s final date for class withdrawal.
APPROVED DRESS
tudents demonstrate integrity by dressing appropriately for school, as they
would for work in an informal service business. Clothing should be
suitable for modesty, and must not be decorated with images or lettering
that would be offensive to students, staff, or the public. Clothing which covers
the chest, midriff, and back is considered appropriate. Shirt/top must touch
pants/skirt at the hipline or waistline. Clothing that covers all undergarments (including when bending down) is also part of the dress code.
CELLULAR PHONES
ell phones - A cell phone or PDA is a disruption to the educational process.
Accordingly no cell phones or PDA’s are allowed during class time. Cell
phones can be used during non-scheduled instructional times however
phones with camera capability are not permitted for use at any time in the
school.
Electronic devices – PDA’s, MP3’s, iPods, etc. - at the discretion of the
teacher; these devices may be allowed for use during class time pending the
class activity. During any evaluation session all devices must be turned off and secured out of sight and out of reach.
LOCKERS
very student will be assigned a hall locker on the first day of school. It is
his/her responsibility to keep it damage free and clean at all times. Locks
are mandatory and only school issued locks (DUDLEY) are to be used. We
will exchange locks to allow students to get a new combination. Locks can be
purchased at homeroom on Registration Day or at the school office during the year.
Under no circumstances are students allowed to share a locker. Physical
Education students will require a second combination lock purchased from the
school. All lockers must be cleared and the locks removed each year.
C
S
C
E
13
Students should not keep money or other valuables in their locker. Should
students choose to bring valuables to school, it is their responsibility to ensure
they are locked up at all times (this includes clothing, i.e. during gym class).
The school is not responsible for lost or stolen property.
SMOKING
he Regina Board of Education has declared that all school facilities,
buildings and premises are smoke-free. The rule is no smoking on school
property at any time by anyone - students, teachers, or parents. Smokers are subject to suspension.
STORE
ou may purchase physical education gym strip and other Campbell
sweatshirts, T-shirts or school spirit wear. Cheques are to be made payable to Campbell Collegiate S.L.C.
LOST AND FOUND
ost and found articles are to be left at or collected from the administrative office.
POSTERS
rior approval of the office is required before hanging posters. Use masking tape only.
PARKING
tudent parking is available on the UPPER level south of the school, at All
Saints' Anglican Church & north of the school in front of Massey Pool (please respect signage). Cars and property are left at the student’s risk.
Students may not park in any area of the LOWER staff parking lot, along
the building, bus lane, music area, or alternative education/technology
area. Specific areas in designated student parking lots may be off limits. It is
the student’s responsibility to become familiar with these restrictions. Student
vehicles parked in these areas will be ticketed and/or towed away at the owner’s expense without further warning.
T
Y
L
P
S
14
TELEPHONE
he main office phone number is not to be used as an answering service for
students. Only calls of an urgent nature will be forwarded to students.
Students will not be called from class during class hours to receive messages.
UNASSIGNED PERIODS
tudents are encouraged to take as many courses as possible. Unassigned
times provide a student with an opportunity to use the Resource Centre to
complete assignments or to seek assistance from available teachers.
Students are asked not to loiter in hallways. Students may leave the school
during unassigned periods. The school administration may cancel a student’s
“free time” if that student does not use the time appropriately or has poor
attendance. Grade 9 and 10 students will not have unscheduled class periods (spares). By choice, most grade 11- 12 students do carry a full schedule.
ACCIDENTS AND INSURANCE
he Board of Education carries an insurance policy covering accidents
which occur while students are participating in athletics or other activities under school supervision.
This policy offers basic coverage but we would encourage students to consider
the extended benefits package as it provides a much more comprehensive
coverage for a small premium. Application forms will be distributed to students
on Registration Day.
A student suffering an accident must report to the supervising teacher or the
office. A form will be completed by the teacher or office outlining the
circumstances of the accident. The form is then submitted to the insurance company.
T
S
T
15
STUDENT INFORMATION
ASSESSMENT FRAMEWORK
REGINA PUBLIC SCHOOLS DIVISION ASSESSMENT
(This section is based on the Assessment Overview
page of the Regina Public Schools website.)
The Regina Public School division defines assessment as the systematic
process of gathering evidence of what students can do in relation to the
broad goals of education or the specific goals of an educational
program. Assessment includes methods developed at the school, district,
provincial (and international) levels. Broadly stated, there are three types of
assessment practices used in schools: Assessment FOR Learning
(Diagnostic), Assessment AS Learning (Formative), and Assessment OF
Learning (Summative).
ASSESSMENT FOR LEARNING (DIAGNOSTIC):
Assessment for learning measures where a student is prior to instruction.
The information informs the teacher’s instructional practice to enhance
student learning. When teachers access students in an ongoing
manner by employing regular or specifically designed techniques
(such as conversations, observations, and collecting products), it is
possible to discover what students understand to date and where teachers
can take the learning from that point. These assessments are descriptive
and give information to teachers about both areas of strengths and areas
that need further development. Assessment for learning involves learners
receiving feedback during their learning.
16
ASSESSMENT AS LEARNING (FORMATIVE):
Assessment AS learning describes how assessment can be understood and
internalized by students to think about and refine their learning. When
students understand and use criteria independently, they are learning how to
think about their own thinking and learning. These assessments are
descriptive and have students using well-developed criteria and descriptions
to identify their own areas of strength and those that need further
development.
ASSESSMENT OF LEARNING (SUMMATIVE):
Assessment of Learning measures what learning has taken place at a
particular point in time. When students are demonstrating what they know
at the end of a unit, or a term, or in a more formalized test, this is a summary
of their learning at that particular time. The most relevant assessment for
classroom practices are those designed to match the classroom curriculum.
These assessments are evaluative and are a snapshot of learning at a given
point.
17
PHILOSOPHY AND PRINCIPLES OF ASSESSMENT AT CAMPBELL COLLEGIATE
The main purpose of assessment and evaluation at Campbell Collegiate is to
inform instruction and support student learning and achievement of
curricular outcomes. Attitudes and actions about assessment reflect the
belief that all students are capable of learning and should be allowed to
demonstrate the full range of this learning. Assessment should be varied in
nature, formative and summative, concrete and meaningful.
Effective formative assessment strategies allow students to have a clear
understanding of what they are expected to learn, to engage in strategies
for self and peer evaluation, to develop critical thinking abilities, to reflect
on their progress, and to set goals for their own learning.
Effective summative assessment strategies are aligned with curricular
outcomes, emphasize the most recent and consistent evidence of learning,
are respectful of student diversity, and are used to make decisions about
students based on a variety of evidence.
In sum, assessment and evaluation should:
1. inform instruction and be based on curricular outcomes
2. articulate clearly purpose, requirements and achievement
standards, i.e. performance variables that describe levels of
student performance
3. be valid, i.e. measure student achievement of the learning
outcomes that the assessment is intended to measure
4. be reliable and consistent in the application of achievement
standards across subject sections
5. be administered over an appropriate period of time to
provide multiple opportunities for students to demonstrate
their learning
6. be diverse and inclusive, allowing for equity of opportunity
for students of varying ability; recognize cultural diversity,
promote international-mindedness, and be sensitive to
gender, ethnic or heterocentric bias
7. provide motivation for learning
8. set high standards for students and foster critical thinking
9. provide timely, descriptive and meaningful feedback to
students on their progress
10. provide clear and transparent information to parents,
18
teachers and administrators on student progress 11. encourage students to reflect on their progress, and
empower them to take ownership of their own
learning
12. facilitate smooth transitions through high school and
beyond
ROLES AND REPONSIBILITIES
Administrators, teachers, and students all have roles and responsibilities to
ensure that effective assessment occurs at Campbell Collegiate.
Administrators
To ensure effective assessment practices, school administrators will:
1. apprise all teachers of Campbell’s assessment policy
2. provide opportunities for relevant professional development in
effective assessment practices 3. provide reasonable time for teacher collaboration in
reviewing and refining assessment practices and instruments
4. communicate the assessment policy to the school community,
i.e. parents and the Campbell Collegiate
Community Council 5. communicate to teachers, students and parents a policy
that holds students accountable for late, incomplete or
missed assignments.
6. plan for, schedule, and facilitate parent/student/teacher
conferences regarding student progress as per board directive
or as needed
7. communicate the academic honesty policy to teachers and
the school community, and support the protocol for the
investigation of suspected malpractice
8. ensure that schedules for reporting periods and final
examinations are communicated at the beginning of the
academic year to students, teachers, and parents/guardians
9. determine whether accommodations are appropriate for
students unable to sit final examinations because of