Mou nt Pe ar l Inte r med iate
Curriculum Night Information
Tuesday, September 25, 2012
Promotion/Non-Promotion in K-9 shall be made in the best interests of
each student. Consideration shall be given to the students’ level of cognitive,
intellectual, social, and emotional development as well as present and past levels
306.7A A student in K-9 following an Alternate Curriculum-Pathway 5
shall be placed each year with appropriate adjustments made to
his/her Individual Support Service Plan. These adjustments shall
be made by the student’s Support Services Planning Team.
306.7B A student accessing Pathway 4 supports (Alternate
Course/Enabling Course) shall be considered for promotion/non-
promotion as outlined in 306.7D, E and F in accordance with the
306.7C A student accessing Pathway 3 supports (Modified Courses in
designated programs) shall be considered for promotion/non-
promotion, as outlined in 306.7 D, E and F in relation to meeting the
determined modified outcomes of the Prescribed Program in
accordance with the student’s ISSP.
Appropriate adjustments shall be made to the student’s ISSP as
necessary. These adjustments shall be made by the student’s
Support Services Planning Team.
306.7D Promotion of students in K-9 following the Prescribed Program
(Pathway 1) or accessing Pathway 2 and 3 supports shall be considered with the
(1) Promotion decisions at the Primary/Elementary level shall
be based on the assessment of the whole student in relation
to learning outcomes.
(2) Students shall usually be promoted through the prescribed
curriculum of the Primary/Elementary grades with their
(3) Promotion decisions at the Intermediate level (Grades 7 – 9)
shall use the following criteria:
A student on the prescribed program (Pathway 1) or
accessing Pathway 2 and 3 support shall pass
(receive a grade of at least 50%) Language Arts or
Francais, Mathematics, Science, Social Studies,
Core French and any two others of the following
Technology Education Health
Religious Education Music
Home Economics Art
Note: Students enrolled in the French Immersion Program must pass Français
to continue in the French Immersion Stream.
Assessment and Reporting Schedule
190 Teaching Days
2 Administrative Days
September 2, 2012 – November 23, 2012 (56 days)
1. Term One ends November 23, 2012
2. Reports released week of November 26 – November 30, 2012
3. Parent/Teacher/Student Conferences
- Completed by December 7, 2012
November 26, 2012 – March 8, 2013 (67 days)
1. Term Two ends March 8, 2013
2. Reports released week of March 11 – March 15, 2013
3. Parent/Teacher/Student Conferences
- Completed by March 22, 2013
March 11, 2013 – June 20, 2013 (67 days)
Reports released on June 20, 2013
The Guidance Department at Mount Pearl Intermediate is responsible for a wide
range of services. The guidance program provides leadership opportunities,
coordinates the Tutoring for Tuition program, and, through the Character Counts!
Program, works to create a positive school environment where all can feel safe
and respected. This program also promotes an atmosphere of acceptance, trust
and responsibility for others.
In addition to these services and programs, the Guidance Department provides
individual and group counseling, mediation, formal and informal assessments,
and consultation with students and parents/guardians. Guidance counselors are
also involved in the development of Behavior Management Plans, monitoring of
students with particular learning and/or behavior needs, and direct involvement in
Individualized Educational Plan (IEP) and Individualized Student Support Plan
(ISSP) meetings. Referrals and consultation with outside agencies are made on
an as needed basis.
Student Support Services
The Special Services Department at Mount Pearl Intermediate provides a wide
range of supports for students with exceptionalities. Instructional Resource
Teachers consult and collaborate with classroom/subject teachers in order to
develop and deliver supports and programming for students with exceptionalities.
Instructional Resource Teachers also assist in differentiating the instruction in the
inclusive classroom in order to meet the diverse learning styles of our students.
Teachers working with students with pervasive needs may deliver programming
and supports in the inclusive classroom and/or a small-group setting, depending
on the need.
The Special Services Department is also involved in pre-referral/referral, IEP and
ISSP meetings, formal and informal assessment, and the development and
implementation of Behavior Management Plans.
The Art Program presents to the student a variety of professional artistic works
which exemplify the application of certain elements of art. Through activities
based on a particular element, the student explores the dynamics of that element
with his/her own creativity.
Topic A: The Elements and Principles of Design
1. Color 6. Unity
2. Line 7. Movement
3. Shape 8. Balance
4. Texture 9. Contrast
5. Space 10. Rhythm
Topic B: Art Skills
1. Painting Skills
2. Pasting Skills
3. Modelling and Constructing Skills
4. Cutting and Tearing Skills
5. Crayon and Stick media
Cooperation, participation, art appreciation, expression of opinions about
personal art work and the work of others.
Text: Acti-Vie 3
In Elementary Core French, student outcomes are organized around the
following strands; communication, culture and general language education.
Students acquire language using real life contexts.
The Elementary Core French themes include:
1. L’environnement at moi
2. Soyons Branchees
3. C’est l’hiver
4. Explorons l’univers
5. Voyageons dans le tamps
These topics are presented in a thematic approach. High frequency items
including numbers, classroom expressions, colours, and greetings are
incorporated into the routine management and daily activities of the classroom.
Interviews, role plays, oral and written presentations, listening activities, quizzes
English Language Arts
At the Grade Six level, the English Language Arts curriculum helps students
increase their power over the language processes of reading, speaking, listening,
writing, viewing, and other ways of representing meaning. The Writing Process
and the phases of the writing experience (Preparing to Write, Composing a Final
Draft, Revising, Editing, and Publishing) will be worked on extensively throughout
the year. Students will be expected to maintain a writing file/folder to store and
review their writing. Journals will also be used as a tool to develop personal
A number of authorized novels and genre books are also studied in depth. The
program will also include the following components:
Independent novel studies
In-class novel studies
Narrative, Informational, Poetic and Journal Writing
Process and Demand writing in various forms
Spelling/Grammar instruction and practice
1. Looking for Answers
2. Space, Stars, and Quasars
3. Off the Page
4. Discovering Links
Space Trap Holes
Journey Charlie Wilcox
Wings to Fly The Sky is Falling
Dragon in the Clouds Lost: In Cyberspace
Out of the Dark Jip: His Story
Tuck Everlasting Julie
Missing May Jungle Dogs
Bridge to Terabithia The Breadwinner
Assignments, presentations, comprehension evaluations, projects. assessment
pieces are used from reading, writing, listening and speaking domains.
Text: Young Canada Health 3
The Health Program promotes sound decision-making regarding health and well-
being, and fosters a positive self concept. It takes a comprehensive approach
which covers a variety of components.
Physical growth and development
Injury prevention and safety
Assignments, presentations, role plays, tests and quizzes.
Text: Math Focus
With this new course students will incorporate the seven mathematical
processes; communication, connections, problem solving, reasoning,
visualization, estimation and technology to embrace lifelong learning in
Specific curriculum outcomes to be explored include those related to:
1). Numeration 6). Ratio and Percent
2). Number Relationships 7). Fractions
3). Patterns in Mathematics 8). Multiplication and Division
4). Data Relationships of Decimals
5). Motion Geometry and 2D 9). Measurement
In-class work, quizzes, tests, assignments, group work, class discussion and
The elementary program continues to provide students with musical experiences
that further develop the musicality innate in each child. The elementary program
follows a pedagogical sequence of hearing, singing, playing, moving, deriving,
writing, and creating to build upon skills and knowledge acquired in the primary
grades. Cognitive and psychomotor skills are developed through musical
literacy, movement, and the creation and performance of their own works and the
works of others. In addition to playing classroom instruments, students study the
recorder and explore the use of music technology.
Repertoire is expanded and includes songs and works from their own and other
cultures, works of recognized masters, and contemporary compositions.
Students analyze, interpret, reflect and respond to their own works and the works
of others, and make connections in local and global contexts.
Choral experiences are an integral part of the elementary music program.
Students study choral repertoire and the technical aspects of good choral singing
in a choral setting. Choral experiences are to be offered along with the
classroom program but are not to replace the allocated time for the core
classroom music program.
Instrumental skills may be further developed through a band or string program.
The decision to introduce band and/or string programs is a district and school
prerogative. Beginning grade levels may vary. Band and string classes are an
extension of the classroom music program and provide reinforcement and
application of musical concepts. However, at no time are band and string
classes to replace the classroom music program. Further information on
instrumental programs may be found in Instrumental Music: An Administrative
and Curricular Guide.
On the elementary report card for music, students are assessed using two
1. Listens and responds to music
2. Understands musical concepts
A rating scale of 1 to 5 is used for these two descriptors.
The Department of Education determines the Physical Education Curriculum in
the Elementary School and the program introduces the student to a variety of
sports-related skills and modified games fostering positive participation in
movement experiences. There are also a variety of individual movement,
cooperative games, fitness and rhythmic skills presented to enhance the
student’s personal growth and development.
The activities offered at Mount Pearl Intermediate for this school year originate
from the categories listed below:
Sport Related Skills
Kicking, passing, dribbling – demonstrated through soccer
Catching, passing, dribbling – demonstrated through basketball
Volleying, spiking, serving – demonstrated through volleyball
Running, jumping, throwing – demonstrated through track and field
Throwing, catching, base running – demonstrated through softball
Batting (using implements) – demonstrated through paddleball,
scoopball, and badminton
Body awareness – shape, laterality, weight transfer and balance
Quality of movement – speed and force
Space awareness – personal, general and directions
Interactive movement – demonstrated through aerobics
Creative movement – demonstrated through movement and dance
Games – low organized, lead-up, and relay
Exercises – strength, agility, flexibility and endurance
An individual student profile is completed in Physical Education for each
reporting period during the school year. This assessment is based upon the
positive aspects of student participation and reflects the degree to which a
Expends energy appropriate to the activity
Contributes positively to the success of the activity
Co-operates with others to achieve activity goals
Demonstrates an awareness of fair play and sportsmanship
Is prepared for class in terms of dress and attendance
Text: Horizons - Faiths of Friends Series; Book 3
“The Newfoundland and Labrador religious education curriculum is shaped by a
vision of enabling and encouraging students to grow religiously, spiritually and
morally into informed, caring and contributing members of society, who
appreciate their own beliefs and values, and the beliefs and values of others, and
who understand the contribution that Christianity and other religions make to
human life. “ (Vision Statement, Elementary Religious Education Curriculum
Students will explore the beliefs, traditions and value of Christianity, Aboriginal
Spirituality, Judaism, Ba’hia and Islam.
Student evaluation: Projects, in-class work, discussions and participation.
Text: Pan Canadian Science Place
Students will develop an appreciation of science, collaborative learning skills and
learn to question/experiment through scientific inquiry.
Text: The Sky is the Limit Theme: Flight
Text: Out of this World Theme: Space
Text: Turn It On Theme: Electricity
Text: Variety of Life Theme: Diversity of Life
Experiments, independent and group projects, worksheets, tests, class
discussion and participation.
Text: Culture Quest: Exploring World Cultures
The vision for the Atlantic Canada social studies curriculum is to enable and
encourage students to examine issues, respond critically and creatively, and
make informed decisions as individuals and as citizens of Canada and of an
increasingly interdependent world. An effective social studies curriculum
prepares students to achieve all essential graduation learnings (EGLs). In
particular, social studies, more than any other curriculum area, is vital in
Topics to be covered include:
Culture and diversity
Citizenship, Power and Governance
Individuals, Societies and economic Decisions
Time, Continuity, and Change
In-class work, quizzes, projects, group work, discussion and participation.