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Cambridge International Academy ACADEMICS & Curriculum
Page Contents
Curriculum
[Show definition of Curriculum]
Curriculum approach at CCIA: Liberal Arts
CCIA has a Liberal Arts approach to Curriculum (as opposed to Traditional, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Liberal Arts?]
What CCIA says about their overall curriculum and approach:
Our teachers acknowledge students learn at different times and in different ways therefore they use an interactive teaching strategy to best suit students' learning profiles. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. We offer continuous, varied and appropriate formative as well as summative assessments which provide evidence of every student's learning progress. This information helps teachers immediately flag areas of concern and help students in that subject. Triangulation assessments also help students, parents and teachers select attainable learning goals. For students in high school, we administer Aptitude Tests to help each student plan their further education. The high school programs offer a rigorous university preparatory curriculum and give special attention to soft skills needed for success such as organization, self-advocacy, note-taking, study skills, collaboration, and communication.
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at CCIA: Equal Balance
CCIA has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What CCIA says:
Our Grade 1 through 8 Mathematics program is built around the Ontario Curriculum and is delivered with a Singapore Math approach. Singapore math ensures a foundational mastery in underlying mathematical procedures using a three-stage learning process which moves from concrete, to pictorial, and then abstract. The Singapore Math approach ensures social-emotional well being for students as they develop confidence, and comfort with mathematical thinking. Additionally, both our elementary and Grade 9 programs follow the updated curriculum strands with the use of Scratch ™ coding as the mode of instructional delivery for programming. Our approach goes above and beyond the ministry requirements in that we incorporate coding practices and principles into all Mathematical strands. The high school mathematics program closely follows the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking, with regular opportunities for discovery through proofs, manipulatives, and technology.
Textbooks and supplementary materials:
Textbooks used are from the Ontario Trillium List.
Calculator policy:
Calculators are used in the classroom for high school math courses which require the use of a scientific calculator.
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Early Reading
Early Reading approach at CCIA: Balanced Literacy
CCIA has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive, Whole Language approach).
[Show: About Balanced Literacy?]What CCIA says:
We use an individualized reading approach whereby students learn to read at their own pace within the classroom. Students are given the opportunity to develop their phonemic awareness, phonetic decoding skills, reading comprehension and overall reading fluency in a safe and supportive learning environment where they read, are read-to, and are read-with. At the elementary level we use a formalized Reading Program in combination with high-interest leveled readers to ensure continual reading engagement and progression.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What CCIA says:
This information is not currently available.
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Writing
Writing approach at CCIA: Equal balance
CCIA has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What CCIA says:
In the early years the writing focus is on structure and usage and students are given topics of personal interest and relevance, inspiring creativity and a love of writing. Students are provided with comprehensive instruction in grammar, punctuation, spelling, and vocabulary which is spiraled throughout the grade levels as skills and concepts are re-introduced and reinforced by repeated exposure. The writing process is modelled and further developed through the use of graphic organizers and outlines. Students create descriptive and grammatically sound sentences which lead to cohesive paragraphs and, ultimately, short stories, reports, and essays. Students engage in self and peer editing and learn the importance of continual improvement in writing.
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Science
Science approach at CCIA: Equal Balance
CCIA has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
Science is fundamental to helping students understand how things work in our world. In the Elementary grades, Science is inquiry-based, and uses real materials to make connections between scientific theory, technology, and our everyday lives. Most lessons focus on acquiring skills and knowledge through hands-on experiences which reinforce scientific theories learned in class. The High School Science program delivers the Ontario Curriculum thoroughly with emphasis placed on inquiry-based learning and knowledge acquisition through a variety of instructional methods such as peer to peer teaching, current event discussions, and case study analyses. The curriculum is delivered through the use of up-to-date texts, hands-on experimentation and investigation, and online simulations. Experiments are thoughtfully designed to enrich the students’ learning and provide experience with instrumentation, procedures and lab reporting skills. Students work independently and in groups to create and present projects that demonstrate their understanding of the concepts learned.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
Literature approach at CCIA: Equal Balance
CCIA has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What CCIA says:
Literary analysis is key to the development of critical thinking. Our teachers choose both classic and contemporary literary texts that resonate with students and promote discussion, critique and debate. Students are encouraged to make connections to themselves, the text, and the world around them as they read and listen to literary text. Students engage in reading comprehension and vocabulary exercises, as well as written response journals, as they build their thinking skills. We have been successful in increasing students’ reading interest through reading clubs which foster offline discussions and help students understand the historical and social context of the text being read. This leads to a deeper understanding and a greater sense of achievement. Emphasis is on the use of the personal growth model which encourages students to draw their own opinions, express their feelings, and use personal experiences and the text to develop their writing skills.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Social Studies
Social Studies approach at CCIA: Core Knowledge
CCIA has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities, Thematic approach).
[Show: About Core Knowledge?]What CCIA says:
The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of World cultures and history as well as a more focused knowledge on Canadian history and geography. Students engage in individual and group based projects that demonstrate their understanding of the content. Art, drama, and literature are used to enhance the social studies program in all elementary grades.
Humanities and Social Sciences
Humanities and Social Sciences approach at CCIA: Equal Balance
CCIA has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What CCIA says:
Humanities and the Social Sciences promote active listening, critical thinking skills and help students make connections to history and the world in which they live in. Students learn to make decisions based on values, and discover the truth about the human condition and the human experience. Our teachers use a number of strategies such as direct instruction, visual media, and reciprocal teaching to increase dialogue between teacher and students. Thinking and inquiry is key to learning in the Social Sciences and Humanities where students develop their own questions, collect and organize data, draw inferences, and engage in problem solving. Field trips and role play are also incorporated as part of the teaching strategies to give students the opportunity to make real-life connections to their learning.
Foreign Languages
Foreign Languages approach at CCIA: Equal Balance
CCIA has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).
[Show: About Equal Balance?]What CCIA says:
The French curriculum follows ministry guidelines and is a comprehensive and seamless program that builds on the four key strands of Listening, Speaking, Reading and Writing. Students develop their overall French communication skills using a variety of texts and online French resources. Vocabulary building, reading and writing are connected to relevant events and real-life practical scenarios with the use of engaging multimedia resources and applications.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at CCIA: Creative
CCIA has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).
[Show: About Creative?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What CCIA says:
The Arts curriculum is designed to facilitate an appreciation of art through the study of art history and various artistic techniques and mediums. This involves exposure to art through gallery visits and online and in-person talks from guest artists from the local community and beyond. Students are encouraged to think about the importance of art in the world, and as a reflection and historical record of humanity. The Arts curriculum encourages self-expression through the creation of various two and three dimensional art projects using a variety of materials. Visual Arts includes the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, photography, and crafts. The program focuses on creating and fostering a sense of curiosity, creativity and confidence in students.
Computers and Technology
Computers and Technology approach at CCIA: Medium integration
CCIA has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What CCIA says:
Our school recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. Teachers use coding, robotics, electronics, and multimedia equipment to support learning across the curriculum. Some of the software used within the curriculum includes Java, Python, and Scratch. Additionally, we gladly identify and accommodate students who require the use of a computer to thrive academically.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What CCIA says:
Our approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students learn movement skills and principles, ways to improve personal fitness and physical competence, as well as safety and injury prevention. We offer a wide variety of competitive and recreational sporting experiences for our students. Gym classes for High School students may include attending a fitness club. Our students are encouraged to find their passion through physical activity and athletic involvement in order to learn the value of hard work, commitment, and discipline and to live a well-balanced life.
Advanced Placement courses
This information is not currently available.Sex and health education
Sex and health education approach at CCIA: Not Ontario curriculum
CCIA has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]Approach to sex and health education:
CCIA has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What CCIA says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at CCIA: Academic
CCIA has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).
[Show: About Academic?]
What CCIA says about their preschool/K curriculum approach:
This information is not currently available.
Language
Learn about Cambridge International Academy's languages of instruction and enrolment.
CCIA offers English as the primary language of instruction.
Language of enrolment include: English
Online Learning
Cambridge International Academy's online learning approach and offerings. Learn about this school's online programs and courses offered, its course formats, and its teaching and learning approaches.
Cambridge International Academy offers online courses to students.
What CCIA says about their course flexibility:
We understand the importance of providing students with the convenience and freedom to learn at their own pace. As such, there is no fixed registration deadline for these courses. Students can register at almost any time throughout the academic year. Additionally, we have designed our online courses to be self-paced, allowing students to progress through the material at a speed that suits their individual learning style and schedule. There is no firm end date for course completion, giving students the flexibility to take the time they need to fully grasp the subject matter. We also recognize that each student's circumstances may differ, so there is no minimum course load requirement. Whether a student wants to take just one course or multiple courses simultaneously, they have the freedom to choose what best aligns with their academic goals and commitments. Our aim is to create a supportive and inclusive learning environment, where students can access high-quality education and achieve their academic aspirations on their terms. Through our flexible online courses, we empower students to take control of their learning journey and thrive in their studies.
Course format
| Type | Offered |
|---|---|
| Distance | |
| Asynchronous | |
| Synchronous |
What CCIA says about their course format:
Distance: Our distance learning courses provide a fully online and self-paced approach to education. These courses do not require any real-time, face-to-face interactions, offering maximum flexibility to students. All course content, lectures, assignments, and assessments are available online through our learning platform. Students can access and engage with the course materials from anywhere with an internet connection, making it suitable for learners who may have geographical or time constraints. Distance learning emphasizes independent study and self-discipline, allowing students to manage their own learning journey and progress through the course materials at their own speed.
Asynchronous: Our asynchronous online courses offer a flexible learning experience, allowing students to access course materials and lectures at their convenience. Unlike synchronous courses, there is no fixed schedule for live sessions, giving students the freedom to study at their preferred pace and time. All course materials, including pre-recorded lectures, discussion forums, and assignments, are available online, ensuring students can access and review them whenever suits their schedule best. Asynchronous learning accommodates diverse learning styles, enables self-directed learning, and empowers students to balance their education with other commitments.
Synchronous: In our synchronous online courses, students participate in real-time, interactive virtual classes with their instructors and peers. These courses follow a structured schedule, where students are expected to log in at specific times for lectures, discussions, and collaborative activities. The advantage of synchronous learning is that it fosters immediate engagement and allows for direct interaction with the instructor, creating a virtual classroom experience that closely resembles traditional in-person classes. Students can ask questions, receive immediate feedback, and engage in group activities in real-time, enhancing the sense of community and active learning.
Academic support and services
| Type | Offered |
|---|---|
| Dedicated teacher per course | |
| Exam proctoring | |
| Student progress tracker | |
| Regular office hours | |
| Additional support | |
| Study groups | |
| Special needs support |
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at CCIA: Standard-enriched
CCIA has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
What CCIA says about their curriculum pace:
We deliver a steady pace for administering the Ontario Curriculum however some courses may be presented in enriched ways. To stimulate our pupils' thinking on significant issues and interact with one another on a wide range of topics, an in-depth study is administered to targeted topics.
Flexible pacing style
| Type | Offered |
|---|---|
| Subject-streaming (tracking) | |
| Multi-age classrooms as standard | |
| Ability-grouping (in-class) as common | |
| Frequent use of cyber-learning (at-their-own-pace) | |
| Regular guided independent study opportunities | |
| Differentiated assessment |
What CCIA says about their flexible pacing:
At CCIA, we offer on-line courses to students who are motivated to propel their academic studies to enter post-secondary education sooner. In addition, we offer School-Work Transition Career Pathways such as Early Childhood Education and a Business Focus. Co-op Classes are offered to gain work experience and OSSD.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at CCIA: Rigorous
CCIA has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What CCIA says about their academic culture:
Cambridge International Academy keeps the student-to-teacher ratio low so we can focus on the individual needs of the student and support each child on his or her individual path to success. At Cambridge International Academy, we recognize that students have different learning styles. Our learning environment is set up to meet the needs of students. We use a complete approach which reinforces verbal instruction with visual, audio and written support. This allows students to engage on many levels with the material being presented.
Developmental priorities
[Show definition of Developmental priorities]
Primary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Secondary Developmental Priority: Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
What CCIA says about their developmental priorities:
Cambridge International Academy pays equal attention to the emotional, social, and physical aspects of our students with emphasis on intellectual ability. We aim to inspire students to become critical thinkers.
Special needs support
[Show definition of Special needs support]
CCIA offers No support
CCIA offers no/limited support for students with learning difficulties or special needs.
What CCIA says about their special need support:
CCIA has the flexibility to cater to students who have mild learning disabilities and ADHD. We work closely with parents to set up an academic regime which includes training on the Reading Plus or MyLexia brain based programs, and one-to-one instruction and tutoring as needed. Accommodations are offered in class to help capture the best of a student. High School students wanting an Early Childhood Education or Business focus may have the opportunity to receive modifications in some of the high school courses.
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (Language-Based Learning Disability)This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.Auditory Processing Disorder (APD)This is a sound differentiation disorder involving problems with reading, comprehension, and language.DyscalculiaThis is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.Nonverbal Learning Disorders (NLD)These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.Visual Perceptual/Visual Motor DeficitA characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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DevelopmentalAutismRefers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).Asperger's SyndromeOn the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.Down syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).Williams syndromeThis is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.Fetal Alcohol Spectrum Disorder (FASD)Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.Clinical DepressionThis is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.Clinical anxietyThis is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.Suicidal thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis involves the excessive use of drug and/or alcohol, which interferes with daily functioning.Oppositional Defiant Disorder (ODD)This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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PhysicalMultiple sclerosisThis is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.Cerebral palsyhis refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.Muscular dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.Dyspraxia (Developmental Coordination Disorder)This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.BlindnessVisual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."DeafnessHearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).Cystic FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
What CCIA says:
When a student demonstrates learning difficulties while attending CCIA, our dedicated teaching staff investigate alternate ways of teaching to help the student grasp the content. Extra help in homework is offered after school. Planning with long term projects is also monitored to ensure the student is meeting deadlines. We offer accommodations such as extra time to write a test and the use of a computer in class. Teacher notes from lessons are also provided to help the student get back on track. When difficulties persist, parents are notified and a parent- teacher meeting is arranged to brainstorm ideas to support the student.
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: Acceleration and enrichment
There is an equal emphasis on acceleration and enrichment.
Class structure
| Program | Offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
In-class adaptations
| Program | Offered |
|---|---|
| Custom subject enrichment (special arrangement) | |
| Custom curriculum compacting (special arrangement) | |
| Guided independent study (custom gifted arrangement) | |
| Cyber-learning opportunities (custom gifted arrangement) | |
| Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
| Custom subject acceleration (special arrangement) | |
| Career exploration (custom gifted arrangement) | |
| Project-based learning (custom gifted arrangement) | |
| Mentorships (custom gifted arrangement) |
What CCIA says about their gifted learner support:
Cambridge International Academy provides curriculum differentiation by pace, breadth and depth. Our classes integrate several disciplines within an area of study to encourage students to explore topics and ideas in greater depth, and to give advanced learners a springboard to further investigation. Advanced students are given tasks which develop independent research skills, and hone critical and creative thinking skills.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 12, CCIA students perform an average of >2 hours of homework per night.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CCIA | 30 mins | 30 mins | 30 mins | 45 mins | 45 mins | 60 mins | 60 mins | 90 mins | 90 mins | 90 mins | 120 mins | 160 mins |
| Site Average | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins | 75 mins | 84 mins | 100 mins | 107 mins |
What CCIA says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Lettered or numbered grades | Gr. 1 to Gr. 12 |
| Prose (narrative)-based feedback | Gr. 1 to Gr. 12 |
| Academic achievement reporting | Gr. 1 to Gr. 12 |
| Habits and behaviour reporting | Gr. 1 to Gr. 12 |
| Parent-teacher meetings | Gr. 1 to Gr. 12 |
