Information for Families This is a public book with valuable information for families and students. 5-9 Online Program What you need to know about Grade 5-9 online courses. Accessing Tech Support If you're experiencing technical difficulties and your Support or Online Teacher is not able to provide the tech answers you need, please contact our Tech Support department using this email address:  tickets@onlineschool.ca . Our Tech department aims to respond to your requests within 24 hours.    Additional Fees for Grade 5-9 Courses Synchronous and Asynchronous Online Courses These are the amounts deducted from student curriculum accounts for the following synchronous and asynchronous courses. The true costs for these online courses are subsidized by HCOS in order that student curriculum accounts are minimally impacted. Course Amount Deducted from PO Funds Applied Design, Skills, and Technologies 05-09 Design Thinking Through Minecraft Food Studies Leveled Coding in Tynker Skills for Online Success $35 English 05-09 $75 Languages 05-09 $75 Mathematics 05-09 $75 Science 05-09 $75 Social Studies 05-09 $75 TechLAB 07-09 $225 (3 courses @ $75 each) Community Connections and Community Connections Plus Additional costs for Community Connections and Community Connections Plus courses are posted on the application link on the Learning Groups website . For further information, please contact Dawn Denham , Learning Groups Administrative Assistant. Costs for Additional Online Courses Taking additional courses beyond a regular course load (e.g., French 07 and Spanish 07 in the same school year) will incur a cost of $200 on top of the usual $75 online course fee ($275 total per additional course). This cost can be paid using curriculum funds, if available.  This is a significantly discounted rate from the regular full course cost of $650 for non-funded students.  Homeschool Registered Students Taking Online Courses Homeschooled registered students have a cost of $250 per online course. For registration information, please contact Karen Roeck , Director of Middle School Instruction. Citing Artificial Intelligence As we continue to navigate the rapidly changing landscape of artificial intelligence and technology, it is important to model and teach our students effective research skills and ethical citation practices. The MLA style and APA style guides have recently developed resources to guide students in citing artificial intelligence using correct formatting. Students can bookmark these pages for easy reference as they continue their learning journey through high school. Most HCOS grad courses will require either MLA or APA style citations. Students should check with their instructor to determine the required style for a specific course. Additionally, students can refer to the following examples and infographics developed by the University of Waterloo Library research guide (2023): Outline of an MLA Citation for AI: Author/Creator. "Name of chatbot." Title of platform where accessed, Full URL, Date Accessed (optional). Formatting: Double-space your reference list and use a 0.5 inch hanging indent for each entry's second and subsequent lines. Real-World Example: OpenAI. "ChatGPT." ChatGPT Pro,  chatgpt.pro/ , February 2, 2023. Outline of an APA Citation for General Artificial Intelligence Programs and Chatbots: Name of Company/creator of generative AI Tool. (Year). Name of the generative AI program  (model of program) [Large language        model]. URL. Formatting: Double-space your reference list and use a 0.5 inch hanging indent for each entry's second and subsequent lines. Real-World Example: Perplexity. (2023).  Perplexity.ai (AI Chatbot) [Large language model].  https://www.perplexity.ai/ Citing Digital Images As students build research skills, they learn how to reference work done by other people. In an increasingly digital world, it is important to learn how to give proper attribution for both written and visual artifacts, including digital images. Though it is relatively simple to take a screenshot or save an image from the internet, students need to follow the appropriate steps to ensure credit is given to the original author. There are a few options for finding and sourcing images correctly. Option 1: Google Images Search You can search for any image using Google Images. Step 1: Navigate to the Google Search homepage and type a word or description of what you are looking for into the text box. If you use Chrome as your browser, simply type into the omnibox and press enter. From here, click "Images" to see the results of your search. Step 2: Next, click "Tools" to open the toolbar. Find "Usage Rights" and select "Creative Commons licenses." This will filter your results to only display images licensable under Creative Commons (CC) licenses. Step 3: When you find the image you would like to use, click on it. The image will pop up into a larger window and you will be able to locate the license details underneath the image. Click on the "License details" hyperlink to find out the specific details of how to properly attribute your chosen image. Step 4: Insert the image into your project, then add your attribution with a link to the CC license. For example, the MLA citation for the above image would look like this: Kriz, Jonathan.  Puppy.  Flickr. October 2010. https://www.flickr.com/photos/27587002@N07/5170590074 . CC BY 2.0 . Option 2: Google Apps You can add images using the toolbar within Google apps (e.g., Google Docs, Google Slides, Google Drawings). It takes a few extra steps to find the license for attribution. Step 1: In the toolbar, click "Insert" -> "Image" -> "Search the web." A Google window will pop up on the right side of your document. Step 2: Type a word or description in the search bar to find an image. Once you locate your desired image, click on the magnifying glass with the plus sign to preview the image. Step 3: Click the title of the image at the top left hand corner to visit the original website where the image is located. Step 4: Find the license information on the original website, and include it in your citation. If you are unable to find CC licensing information on the website, you may include the license information from Google as appropriate attribution (e.g., "Image is labeled for commercial use with modification"). Option 3: Open Source Image Websites Another option is to search for your image on an open source image website. These are websites where photographers and artists can post their work as freely-usable images for you to use and enjoy. Some popular open source image websites are Pexels , Pixabay , and Unsplash . These images do not fall under CC licences; rather, each website has a specific license allowing you to download and use images for free with no requirement for attribution (though it is appreciated if possible). You can read more about licenses on each of the websites ( Pexels , Pixabay , Unsplash ). The reference for an open source image might look like this: Photo by Imelda on Unsplash The main thing to remember about using digital images is that if a license cannot be easily found, you should look for another image using Google Images filters or open source image websites. This allows you to be confident that you are using ethical image sourcing practices. Course Extension or Retention Process Intent It is our intent to: Meet students where they are at and provide adaptations to promote academic success. Increase transparency and accuracy in the recording and reporting of a student’s ability level. Celebrate progress and make space for students to develop at their own pace. Encourage families to view slowed course pacing as a way to support unique learning needs. Guideline When a student works behind in a subject or when progress in a course is insufficient to warrant a passing grade, the student can be given additional time and support to reach academic success. Subject Specific Retention Process: Individualized K-9 Students When a student falls behind, the Support Teacher needs to initiate processes laid out on the Incomplete Grades and Assigning Fs - K-12 page. If the student is unsuccessful in meeting minimal standards, Learning Services (LS) should get involved to discuss student support strategies. As the school year draws to a close, a conversation between the parent, teacher, Learning Services Consultant (LSC), and student needs to take place. Various options would be discussed, including: Moving the subject forward on pace with the other courses A subject specific grade retention Remediation options Having the student receive a failing grade and close the course The student, parent, teacher, LSC agree on the best course of action. The teacher will inform their K-9 Regional Administrator (RA) and the LS RA of their recommendation. The RA and LS RA come to agreement and request an exemption from their Divisional Director who consults the Academic Head of School for final approval. A pinned log entry will be added to the student’s file if subject retention is the final decision. The course is closed and reopened the following year. Subject Specific Retention Process: Online Courses Grades 5-12 Grade 5-12 online course students are provided with 12 months to complete a course. Most students complete a course during a semester term or over the September-June school year. If the student does not meet grade level expectations, they are required to either repeat the course or resubmit assignments until their level of understanding is at the minimally meeting standard.   Cross-enrolled Grade 8 and 9 online courses should have the 12-month timeline noted in their course introductions so that students are aware that they have a full calendar year to complete their course work. Process When a student falls behind, the Online Course Teacher needs to initiate processes to get the student caught up during that school year. This includes contacting the student and parent, communicating with the Individualized Support Teacher and Director of Middle School Instruction (Grades 5-9) or Grad Advisor (GA) (Grades 10-12). If the student is unsuccessful in meeting minimal standards, Learning Services (LS) should get involved to discuss student support strategies. As the term draws to a close, a conversation between the parent, teacher, Learning Services Consultant (LSC), and student needs to take place. Various options would be discussed including: Assigning a passing grade and moving the subject forward on pace with the other courses Extending the time for the student to complete that subject Other remediation and completion options Assigning a failing grade and closing the course Requiring the student to repeat the course The student, parent, teacher, and LSC agree on the course of action. The teacher will inform their Support Teacher or GA and the LS RA of their recommendation. The RA or GA and LS RA come to agreement and request an exemption from their Director who consults the Academic Head of School for final approval. A pinned log entry will be added to the student’s file if subject retention is the decision. The course is closed and the student can apply again following two reporting periods. French and Spanish Online Courses Overview HCOS French and Spanish online courses are designed to help students develop their second language communication skills and knowledge while exploring diverse opportunities and interacting with the world around them. Each course is broken down into three units each spanning 10 weeks and covering a variety of curricular themes and learning activities. Starting at Grade 7, students will read a simple novel in either French or Spanish. These books are designed for second language learners and contain repetitive vocabulary and sentence structure to help students build their confidence in reading and communicating in another language. Throughout the courses, students will have the opportunity to explore and derive meaning from a variety of texts, recognize connections between language and culture, and develop a deeper understanding of vocabulary and sentence structures. Students will have the opportunity to practice their second language skills by participating in engaging learning activities and meeting 1:1 with their teacher at the end of each unit. Time Commitment Middle School (Grades 5-9): 30 minutes of independent study twice a week, plus 30 minutes of synchronous meeting time if enrolled in the synchronous cohort Grad (Grades 10-12): 45 minutes of independent study twice a week, plus 60 minutes of synchronous meeting time if enrolled in the synchronous cohort Required Materials Computer with webcam and microphone Internet access Microphone French 10 and French 11 students will need to purchase or borrow the novel from the HCOS Learning Commons during Unit 3. Novels are available within the course for French 5-9 and all Spanish courses. Visit our Courses Library for more information. Grade 5-9 Synchronous Courses Description Synchronous courses offer the same program of study as an online course, with the added benefit of weekly meetings with a teacher and working alongside a cohort of your peers. Synchronous courses provide overall structure for students, with the expectation that they will work to keep up with the schedule set by the teacher for assignments and assessments. The accountability of the weekly meeting is designed to support learning of challenging concepts and content, encourage student interaction and community building, and provide a natural place for students to ask questions and develop deeper understanding.  Benefits Synchronous courses provide regular touchpoints where students meet with their teacher and classmates on a weekly basis. Regularly scheduled times set by the instructor allow students to connect with teachers to receive instruction, clarify assignments, and ask questions in a group setting. Synchronous course options allow students the opportunity to connect with their teachers and other students in a more typical classroom style, providing the chance for students to be known and feel more accountable for completing their work. Teachers may use weekly meetings to answer common questions, clarify assignments, discuss complex topics, and build community through interactive discussions and review activities. How Synchronous Courses Function The teacher and students meet via Zoom at a regularly scheduled time every week. Weekly meetings create a rhythm and maintain a high level of contact. Students are expected to work through course assignments and assessments on their own time between weekly synchronous sessions. At the Grade 5-9 level, Zoom classes are 30 minutes in length and begin in the third week of September. Students are welcome to book office hours for 1:1 support from their teacher as needed. Take a look at the Synchronous Cohorts - 2023/2024 schedule for specific days and times. Student Responsibilities and Expectations Students commit to attend weekly meeting with teacher and other students in their synchronous cohort. Students commit to working independently on weekly lessons and assignments, according to the schedule set by the teacher. Students commit to staying on pace with the cohort, completing lesson activities and submitting assignments in a timely manner. Students commit to respectful and appropriate behaviour during weekly meetings. This includes both appropriate language and appropriate attire. Students are expected to participate in class discussions, breakout rooms, and community building activities with their cameras on, using the microphone and chatbox as invited by the teacher. Students do not have the option to simply “listen in” with their cameras off, as this makes it very difficult to foster a sense of class community. Students who feel uncomfortable engaging over Zoom may be better suited to an asynchronous learning format. Students who fall significantly behind schedule may be reassigned to an asynchronous course. Teacher Responsibilities and Expectations The teacher will decide on a set class meeting day and time well in advance of the start of the school year to allow students to view synchronous course schedules as they enroll. The teacher will create a yearlong schedule that outlines the pace for lesson completion, assignment submissions, and assessment dates. The teacher will prepare for and host 30 minute weekly meetings with content and activities that are relevant to the course and/or lesson being addressed.  The teacher will host with both audio and video functions on, so students can see their teacher.  The teacher will mark assignments and assessments in a timely manner, providing relevant formative and summative assessment for students.  The teacher will initiate contact with any students who have fallen behind or become inactive, to determine the best course of action going forward.  Note: Weekly meetings are not recorded. Frequently Asked Questions Does it cost any more to enroll in a synchronous course compared to an asynchronous course?  No, the cost to the student is the same for a synchronous course as it is for any other online course enrollment. What if I have to miss a meeting for an appointment or other unforeseen conflict?  This should be communicated to your teacher. Students should arrange activities such as regular piano lessons or sports practices at a time that does not conflict with scheduled class meetings. It is understood that conflicts come up, but please communicate with your teacher well in advance. Can my student take just one synchronized cohort for an online course or do they have to take all across their grade level? Absolutely - they can take just one or multiple synchronous options! Figure out what works best for your child’s learning style, level of independence and degree of desired flexibility. How does the course schedule work? The meeting times for each synchronous cohort will be posted in SOPHIE . Y our K-9 support teacher can also let you know when specific classes are meeting. When planning the schedule, our team takes care to avoid overlap between class time for the different subjects across the same grade level. This allows students to take all synchronous offerings if they so choose. How long are the synchronous classes? At the Grade 5-9 level, Zoom classes are 30 minutes in length. What happens if my student falls behind? Just like in any classroom environment, things happen. Students are encouraged to keep attending the class and to work with their teacher to catch up. Teachers are prepared to support students when things don’t go as planned.  Are teachers available outside of the posted class times? Absolutely. Teachers will have office hours times posted in their Moodle, or Brightspace. Are students required to have cameras and audio on? Yes, this is a basic expectation of a synchronous class. One of the goals of these classes is building community and students are expected to participate in this way. Are the courses semester or linear pacing? Courses are held over the school year in a linear fashion. Classes start in the third week of September and run until mid-June. Do I have to attend the live meetings? Yes! This is the main part of a synchronous class. Of course, there are absences that you cannot avoid, like sickness or appointments. Please communicate with your teacher. Is there a minimum enrollment necessary in order to have a synchronous course happen?  Also, is there a maximum number? Building community is important to synchronous classes so we will require that a minimal number of students enroll.  If we do not get the minimum number of students, the ones that are enrolled will automatically be moved to asynchronous. As far as a maximum number, we realize that an online Zoom class can reach a maximum practical size, so if this happens, we will open up a second weekly meeting time to accommodate more students. How to Order a Resource for an Online Course Middle School Online FAQ Middle School Online Frequently Asked Questions If you have a question that is not answered on this page, please submit it through this form and our Director of Middle School Instruction will connect with you shortly. Teachers Who is my child's teacher for the year? All middle school online courses are taught by subject specialists who will connect with your child regularly throughout the school year. A detailed list of teachers is found in SOPHIE here . Course Information How many online courses should my child take in a year? Taking online courses is an important part of building executive functioning skills, growing in responsibility and independence as students progress throughout their middle school years. It is strongly recommended that beginning online students start with the Skills for Online Success ADST module to learn about digital platforms and build the necessary skills for learning in the virtual environment. First year online students generally start with one core academic course (e.g., English, Math, Science, Social Studies) plus one non-core academic course (e.g., ADST, Foreign Language). As students progress with their online learning, they can add more online courses to their load. What is the difference between asynchronous classes and synchronous classes? Asynchronous courses are best suited to students who study well independently and wish to work on curriculum on their own schedule. The course is overseen by a subject specialist teacher who communicates and provides feedback through the LMS and email. Synchronous courses offer the same program of study as asynchronous online courses with the added benefit of weekly meetings with a teacher and working alongside a cohort of your peers. Synchronous courses provide overall structure for students, with the expectation that they will work to keep up with the schedule set by the teacher for assignments and assessments. The accountability of the weekly meeting is designed to support learning of challenging concepts and content, encourage student interaction and community building , and provide a natural place for students to ask questions and develop deeper understanding. More information about our synchronous program can be found in SOPHIE here . When do synchronous classes meet? Middle school synchronous classes meet for 30 minutes each week from late September to early June. The schedule can be found in SOPHIE here . Second Languages What online options are available for my child to study a second language? We offer both asynchronous and synchronous second language courses in our middle school online program. Students should enroll in their grade level; however, Middle school students often come to HCOS with varying levels of prior experience in foreign language courses and it can be difficult to determine the appropriate grade level. Whenever possible, it is our hope for students to enroll in their grade level course and work under an alternate pacing guide to complete the necessary content to prepare for the following grade level. Students with substantial prior learning can be assessed by one of our second language teachers to determine whether placement in a different grade level is appropriate. Asynchronous and synchronous courses use the same curriculum, but synchronous courses offer the additional feature of weekly conversation practice and community building opportunities with their peers.  Moodle & Interactive PDF Information If this is the first time your student is experiencing an online course, or if you are new to taking a course with HCOS, we think that you will find the following information a good starting point.  How to use the interactive PDF assignments Your course uses interactive PDF documents for all assignments. This ensures that students and teachers can open and complete the assignments, regardless of what computer hardware and software they may have. Here are a few tips to help you use the assignment PDFs effectively:  When you click on the word “here” it will automatically download the assignment. You will need to open it using Adobe Reader. See instructions in the next paragraph on how to open the assignment in Adobe Reader. Open the PDF It is important to download the PDF before working on it.  The downloaded assignment will usually appear either at the bottom left hand corner of your screen as a little folder or page, or at the top right hand corner as a little arrow pointing down. The image you see will depend on what type of computer you are on. You can open this by right-clicking and select “Open with…” then select Adobe Reader. You can also choose to open automatically with Adobe Reader, and this will save one step in the process in future. Completing Assignments As you work through the assignments, be sure to save the PDF on your computer each time you make changes. Each lesson is designed to cover approximately 3-4 activities, 45-60 minutes long each, so make sure that you scroll through and complete all of the assignments gradually over a period of several days. You will hand in the completed PDF once you have filled in ALL of the assignments. Rubrics You will notice a field on the bottom of each rubric for “Student Comments.” Your teacher may ask you to write something specific here, but if not, feel free to use it if you want to point-out something in particular on the assignment or you may leave it blank. Online Course Preview - Guest Pass If a family would like to preview an online course before committing to it as a part of their education plan, they can send an email to office@onlineschool.ca to request access. The office will send them a username and password for a guest login pass. Skills for Online Success ADST: Skills for Online Success 1 For more information, visit our Course Library Course Overview This ADST Module introduces students to many of the tools they will need to use to be successful in HCOS online courses. Topics covered include Brightspace, Zoom, email, file management, screenshots, screen recording, online communication guidelines, scanning and digitizing documents, presentation programs, recording video presentations, and more. This module culminates in a final presentation. Time Commitment This module satisfies ⅓ of the ADST requirements for students in grades 6-9. There are 17 lessons which take between 15-45 minutes. Many of the lessons are short and practical, introducing skills that students will practice and further develop in their future studies. Most of the lessons end with review questions or a short assignment. The final project may take several hours to complete. This module can be taken at any point in grades 5-9, which is why you will see it offered at each grade level, but please note it is the same module offered at each grade, so it can only be taken once. Tools Required Computer with webcam and microphone Digital Camera Scanner or smartphone for uploading content. Major Units and Topics Google Workspace (Drive, Docs, Slides), Email, Brightspace, Zoom, File Management, Screenshots, Screen Capturing, Digitizing Your Work, Cameras & Scanners, Recording Yourself, and Digital Presentations.  Tips for Middle School Online Success Navigating online courses can be challenging for first time students. Here are a few tips to help your child find success in their online courses. No one ever sets out to fail!  We know students want to succeed in their online course.   1. Role of Online Teachers We are here to provide a great course and a positive learning experience with a teacher who is ready to support your student and give feedback to their work. Online teachers care about each student. We can only respond to students who show up, submit work, and communicate with their teachers. If your student is struggling, please contact the teacher involved.  2. Role of Students Students are responsible for showing up, consistently, throughout the school year. That means being active in their course and being “present” with their teacher through assignment responses, Skype, email. Teachers are teachers because they love working WITH students. They are there to answer questions, to get to know your student as a person and to support your learning, but you must initiate the conversation. Smart kids ask questions, get help when they need it, and recognize that teachers are people too. Greet your teacher by name in emails and Skype, encourage your teacher by responding to emails, and say “thank you!”.  3. Role of Parents Parents are an essential part of the learning process. The course and the Online Teacher are there to provide a great learning experience, but you must be involved throughout the school year.  Your student needs your encouragement and interest. Plan to sit down together at the computer every week , click on the "GRADES" button and review progress. You will see when the latest assignment was handed in and what the teacher’s response was. Just asking, “Are you done?’  is not enough. It’s easy for a student to say “Yes, Mom” when they are not done at all. It happens all the time. You are your student’s supervisor and advocate, don't be afraid to ask questions of your student or their teacher.  4. Getting Started: The Course Home Page The course home page is your GPS.  There you will find: Your teacher’s name and contact information An overview of the course Resources Grades - Both parents and students are expected to check grades weekly The lessons and assignments. Different courses are set up in different ways.  If you are taking more than one course, both parents and students need to understand how each course is designed Middle School courses are intended to be completed in the regular school year September till June. Please look over your course and set goals for yourself. Complete the Manage Your Schedule file found on the course home page ( REQUIRED!) . For example, English five has 30 weeks. Plan to be finished the first week of June. Where should you be by Christmas break? Spring Break? Be accountable for showing up! Consider creating a calendar with the due dates clearly labelled, post that by your computer, then have a weekly meeting to make sure the student is on track. Daily “class time”: Develop a good work ethic. Students who attend brick and mortar schools are in their desks from 9 – 3. The freedom we enjoy in home school is a privilege to honour. You don’t have to show up at 9, you don’t have to be dressed, but you do have to put in an hour of work on a subject. If you read slowly, if you get distracted by younger siblings, if you start playing a game, that’s not part of your learning hour. Parents and students need to design an effective learning environment. Headphones with music (no lyrics!!) help to block distractions. Ten minute cardio break before you start a new subject helps the brain to focus. Set a timer and be accountable for what you accomplish in that time.  5. Communication: It’s all About Communication Most teachers prefer Zoom for all communication. You will get an answer much faster in Zoom than in an email.  Use good manners. If you were in a classroom face-to-face, you would address your teacher by names. Please start all communication with a polite greeting. Teachers are committed to answering promptly. Please respect the fact that I may be unable to answer right away. Parents are encouraged to respond to grading comments, to report card comments and to communicate with the course teacher if the student is experiencing problems. The teacher only knows what you tell them. If you find you or your child is becoming overwhelmed by work load, or struggling due to a learning need, remember every course can be adapted to suit your child’s learning needs – a conversation is all it takes to develop a plan for your student. Let’s work together to provide the best possible learning experience. Teachers are human. Mistakes are possible. If your student has an assignment that has not been marked within a few days and the student cannot do the next assignment because of that, students are encouraged to contact the teacher and ask if they could check on that assignment. Occasionally, an email notification my not be sent. The teacher may not even know the assignment is sitting there. A polite request is always welcome and shows initiative. HCOS cares about your family's online experience. If you are thrilled with your experience, We would love to hear from you. Likewise, if you feel you are not being well served, please contact Karen Roeck , Director of Middle School Instruction. Assessment Completing the Student Self-Assessment The ability to self-reflect is a life skill and student self-assessment is a central element of BC's curriculum. The K-9 self-assessment tool can be accessed in each student's homepage in Encom. To complete the survey, simply follow these steps: 1. Go to the student's Encom home page. 2.  Click the Self-Assessment Survey button. 3. Read through this page in Encom: 4. Choose a number from the four point scale for each row. 5. Add a goal or two, and done! Thank you for participating in student self-assessment. Foundation Skills Assessment - FSA The  Foundation Skills Assessment is an annual, province-wide assessment of British Columbia students’ academic skills, and provides a snapshot of how well BC students are learning foundation skills in Literacy and Numeracy. These are assessments for students in Grades 4 and 7.  The FSA is not optional unless students meet a very narrow set of requirements for exemption. HCOS will be administering the assessments and families receive a package in order to carry them out at home. Here is some information to help you and your child prepare for the tests. There are two categories of assessment; the assessments in total take about four hours. Here are the categories: Literacy Numeracy The FSA will take your child about 4 hours to complete over a few days during a four week writing period. The assessments include online and written questions and a reflection activity. The written parts of the assessment will be marked by teachers from HCOS and the results sent to your support teacher. The results will be based on the following proficiencies: Extending – Sophisticated understanding of the concepts and competencies in relation to expected learning. Proficient – Complete understanding of the concepts and competencies in relation to expected learning. Developing - Partial understanding of the concepts and competencies in relation to expected learning. Emerging –Initial understanding of the concepts and competencies in relation to expected learning.  FSA Questions and Answers What does FSA stand for? FSA stands for Foundation Skills Assessment and this test is given to all students in BC enrolled in grades 4 and 7. What subjects are tested? The student is tested in Literacy and Numeracy. What is an invigilator?   An invigilator is a person responsible for supervising a test. The invigilator for the FSAs is either a teacher (in our case, with HCOS)  or  any person the administration deems as unbiased. This can be the parent of the child.  What time is involved for each test? About 2 hours for each of the two sections.   FSA - Confirming Student Mailing Address In order to ensure families receive the Foundation Skill Assessment (FSA) packages mailed out to grade 4 and 7 students, it helps tremendously to have mailing addresses in Encom up to date.  Please make sure to update the STUDENT mailing list (not the parent one). Thank you. Here is a quick set of directions on where to check this and how to make any changes needed: 1. login to Encom (please ask your support teacher if you are unable to) 2. Select My Contact Information in the top menu bar  3. Scroll down to 'Mailing Address' (NOT Home address) and make sure it is correct for where your children will be receiving the FSA package. It is important you state where you are currently living as we send FSA packages via email to families living outside of British Columbia at the time of writing (see example below). If you are out of province / country, please change your mailing address to just your country (see example below). Please also quickly check if the email address is correct while you are checking this page. Thank you. 4. Pleas click 'Save Changes' at the bottom of the screen if you updated your Mailing or Email Address.                FSA Tech Support A few tips can help make the FSA process go smoother. Pre-Administration System test: This  Pre-Administration System Test ensures that you have the correct Java Scripting components enabled, that your browser is set to accept Cookies and that Pop-Up Blockers are disabled. A successful result will have a "pass" for every line:  Technical Information Sheet: Text-Reader Software Tip Sheet: Caching Preventing Tip Sheet: Interim Grade Reports In addition to two formal reporting periods, Heritage Christian Online School has developed an Interim Grade Report (IGR) to ensure families are aware of any challenges or concerns regarding their child’s progress between reporting periods.  About the IGR: IGRs are an optional report designed for teachers to communicate to families any concerns that they may have with a student. For example: A student is performing below expectations A student has significantly dropped in their course progress or achievement There is a lack of communication with the teacher General concerns regarding a course grade If a student is in danger of failing a course An IGR can be sent out at any point; however, the natural checkpoints for teachers will be in November and April, the midway point for each term. It is possible for a student to receive more than one IGR in a school year. IGRs will be completed on a per subject basis.  For students in grades K-9, the support teacher may write one broad comment that addresses overall concerns in all subjects. For students in grades 10-12 or in any online courses, each course teacher has the option of completing an IGR. IGRs will not replace early interventions, ongoing communication, or formative feedback provided by a teacher. How it will look: The IGR will include the teacher’s name , the current interim grade , the current course completion percentage (if applicable), and two comment fields. The teacher will identify their cause for concern , and provide information on ways to support learning in the comments. Parents will receive an email with a PDF of the IGR when a teacher creates it, and can view it in Encom via the Interim Grade Report Button Parent Sign-off for Student Learning Plans (SLPs) Directions for SLP Parent Sign off 1. Log into Encom . If you have forgotten your password, please choose the "Lost your password?" option. 2. Read through your child's Student Learning Plan (SLP) to ensure it reflects your child's learning plan for the year. The SLP is a fluid document and should be updated throughout the school year.  3. Once you've reviewed the SLP, please click the SLP Parent/Guardian Sign-Off. 4. You can view the SLP directly, by clicking the green Student Learning Plan button at the top of the page. 5. When you are ready to sign the SLP, please type your name into the Parent/Guardian Full Name, declaring that you collaboratively created the SLP in conjunction with your Support Teacher.  6. Then sign your name by typing your full name into the Legal Signature box.  7. Click Save SLP Sign off.  You will need to repeat this process for each child enrolled in HCOS's K-9 program. Understanding Your Report Card HCOS has two reporting periods for all grades, Kindergarten through Grade 12. In addition to the regular reporting terms, teachers have the option of submitting an Interim Grade Report, which will be completed if a student’s level of performance is below expectations or the teacher has cause for concern. We have designed the report card to give a clear picture of a student’s progress and learning. A list of the student's courses will appear connected with the teacher’s assessment based on the learning standards. Grades will be reported using the following scales: Grades K-9 will receive a report using proficiency scales. Grades 10-12 will receive percentage grades. Report Card Comments: K-9 We want to ensure parents receive easy-to-read and informative comments regarding student progress. To accomplish this, we have created a system to ensure consistent, high quality comments from teachers that give parents and guardians the bigger picture, help identify areas of struggle and provide insight into your student’s success at school. The comments will focus on the following five areas: Student Engagement and Behaviour This section reports on your child's level of engagement in learning and their behaviour, focusing on their developing skills in the Core Competencies. These competencies include communication, personal and social thinking, and creative and critical thinking. For more information regarding the characteristics of the competencies, visit BC Curriculum: Core Competencies . Literacy Numeracy Even though the new curriculum encourages students to dig into topics and broaden their knowledge through inquiry projects, it is still important that each child has a solid literacy and numeracy foundation. A specific comment will be written on literacy, identify the student’s skills and abilities based on reading, writing, speaking and listening across a variety of subjects.  Another comment will cover all aspects of numeracy to help identify skills and abilities to understand and apply mathematical concepts, processes, problem solving, and decision making. Areas of Strengths To celebrate successes, the teacher will highlight areas for celebration, projects completed, or skills and learning accomplished that term. The teacher will not focus on every project or area of learning, but rather on one or two that stand out and demonstrate your child’s strengths. Ways to Support Learning To encourage student learning, teachers will also include a constructive component that provides feedback on future learning. These comments are intended to support your child with ideas, strategies and tangible ways to address areas of concern, or areas to focus on in the following term. Students will continue to receive a grade for every subject. Online Courses and Community Connections Plus courses will still receive subject-specific comments twice a year. Grades 10-12 Students will continue to receive subject-specific comments twice a year.  It is our hope that the Report Card will provide parents and guardians with a more accurate and concise reflection on how their student is doing at school. Understanding Your Student Learning Plan (SLP) At HCOS, it is our goal to develop learning plans for our students that are specific to each student's needs and abilities. These plans are for all subjects for a full school year and are worked on collaboratively between the Support Teacher and parent. Each Student Learning Plan is adaptable as student needs, interests, lessons, activities, and resources can change as a student works through their courses. With an open and flexible approach to how we build a student's yearly plan, the SLP captures the individual nature of each student and a new SLP is written for each school year.  The SLP is made up of the following information: Overarching Goals  - One Biblical Attribute goal, one Learner Profile goal, and one Core Competency goal. Subject Goals - For at least three subjects, what do you want your child to accomplish or understand?  Big Ideas  - The overarching concepts of each subject. Instructional Format and Resources - What activities and resources are you planning to use? Share with your teacher plans and ideas you have for different subjects. Evaluation/Assessment  - How will we check to see if your student has grown in their abilities? This is where your support teacher will evaluate/assess the work you send in. Information your Support Teacher will collaborate with you to build: A list of the resources you plan to use during the current school year. A list of the additional activities in which you hope to enroll your child, such as music lessons, swimming, 4-H, etc. (These can be paid with your resource budget if  they are in your SLP). A list of topics you plan on covering for Science and Social Studies. Often families with more than one child do these subjects together. If you are not planning on covering the topics for your child’s current year, let the teacher know if you have already covered the topic or at what future date you plan to cover it. Your Teacher: Will work with you to build the SLP, sharing ideas and incorporating your input. Will post the SLP on Encom where you can review it. Be sure to tell your Support Teacher of any changes you would like to make and ask them any questions that you have. Will make suggestions regarding learning standards, resources, pacing, strategies and assessment. Note:  The SLP is a living document. This means that it should be reviewed by both the teacher and the parent throughout the year to ensure that it is current, and still reflects the education that is happening in your home.  Once the SLP is completed, parents are expected to sign off on it in Encom. This indicates that the parent has participated in planning of the SLP. LINK:  How to sign off on SLPs Understanding Your Student Learning Plan (SLP) K-9 Individualized During a home visit, the teacher and parents/guardians will collaborate to set goals aligned to the student's learning styles and interests, while also meeting the requirements set by the Ministry of Education. These goals will encompass personal goals related to the HCOS Biblical Attributes and Learner Profile, the BC curriculum Core Competencies, and subject-specific goals as appropriate. The intent is to create goals to address the student as a whole rather than having a goal for every subject, so the result should be a lower quantity, but a higher quality, of goals. The course-specific part of the SLP will revolve around resources and activities that will be used to meet student goals, along with an outline of how the teacher will assess each course.  10-12 Individualized Course-specific SLPs will be created within Individualized courses for students in the Grad Program. The intent is to create goals that address the student in the particular learning for that course, and to outline the necessary components needed in order to receive credit toward a Dogwood Diploma. K-12 The SLP includes a section identifying the First Peoples Principles of Learning. The BC curriculum encourages learners to understand and respect their own and other cultural heritages. Teachers will select a few of the seven principles that naturally fit the student's educational journey and align with the values and perspectives of each family. We respect family choices, and recognize that this section will look different for each of our families. Foundations Skills Assessment - FSA Q+A for parents Q: How can I support my child in the completion of the FSA? A: There are a variety of accommodations that are allowed during the writing of the FSA. If you typically use adaptations in Language Arts or Math on a daily basis (and we have correctly documented them), you are 100% free to use these with your children while they write the FSA tests (e.g. scribing where you write down what they say, giving instructions orally, voice-to-text, reframing questions, discussing assignments before/while working on them, etc.). These accommodations should be mentioned to your support teacher if you haven’t done so already so we can add them into our Educational Supports document for your student. A spell checker program is not provided for the online part of the FSA, however, this accommodation, along with supervised breaks or separate settings, may be used by all students without formal documentation. Also, talk to your support teacher as they can make suggestions and then document the Educational Supports used during the writing of the FSA in a student’s Student Learning Plan. Q: For families with multiple children, should all booklets be sent back in one envelope? A: No. Every single booklet has to go back in a separate envelope. The prepaid envelope stamp is for one booklet in the return envelope only. Otherwise, you might be charged more money by Canada Post. Q: Are writing times firm? A: No, you can take as much time as you need. The time on the instructions are suggestions, but if your child needs more time to complete the assessment (booklet or online), that is fine. Q: Does it matter which component (booklet or online) we complete first? A: No. Feel free to start with the one your child feels most comfortable with (2 components (literacy and numeracy) in the booklet and 2 components (literacy and numeracy) online). Q: Is online exactly the same as the booklets? A: No. They are different.  In the booklet, there are: 2 Literacy components (1 in booklet, 1 online)  2 Numeracy components (1 in booklet, 1 online) In the Literacy section in the booklet, there are 3 questions (remember to chose 1 theme only)  In the Numeracy section in the booklet there are 3 questions  In the Online part, For Literacy there are 30 questions (multiple choice, checkbox, and matching)  For Numeracy there are 30 questions (multiple choice, checkbox, and matching)  Q: Do we do both, booklet and online? A: Yes. A total of 4 components: 2 in the booklets (one for Literacy and one for Numeracy) 2 online (one for Literacy and one for Numeracy) Q: If they run out of space in the booklet, can they finish their work on paper? A: Yes. Please make sure to staple it to the page it belongs in the booklet (so it doesn’t get lost) and also adding your child’s name to the paper will help make sure their work stays associated with their booklet. Q: What if we haven’t received the booklet by mid-October? A: Please contact Christa ( christa.eichenberger@onlineschool.ca ) and she can send you the PDF version with all the  same instructions. Q: Will we get the booklets back? A: No. If you’d like a record of the work, please make a copy before sending it back. You can also share the work with your support teacher. Q: Can my child use the keyboard for the written part? A: Yes. Once you print the page, please make sure to staple it to the page it belongs in the booklet (so it doesn’t get lost) and it helps to have their name on their work too. Q: Where can I see where my child is at with his/her scores compared to his/her peers in BC? A: You can ask your support teacher about the HCOS results as they will receive an overview. Also, BC schools results will be posted on several websites: https://studentsuccess.gov.bc.ca/school-district/099/report/fsa https://catalogue.data.gov.bc.ca/dataset/bc-schools-foundation-skills-assessment-fsa- https://studentsuccess.gov.bc.ca/ http://www.fnesc.ca/how-are-we-doing-report/ As a school, we would caution looking at other school’s for comparison as each individual is a unique learner and the FSA is meant as a snapshot of where a student is at on a single assessment at a single point in a school year. It should be considered in light of them as a complete learning with all their interests and abilities reflected on along with the FSA results. The FSA is a good, general comment on a students general abilities in Numeracy and Literacy and should be treated as such.  Q: My child didn’t have to do the Grade 4 FSA because they were doing an assessment (designation), do they have to do it now? A: If your child has not received an exemption (due to an IEP designation), then yes, they will have to write the FSA. You can also talk this over with your support teacher. Q: Is my child’s info (name, etc.) public record? And will the results be made public? A: No, it would only be at HCOS and shared with the Ministry of Education and Child Care (MECC) as is done with all personal student records in B.C. This information is not shared with anyone else besides a child’s school.  Q: If I am using educational supports with my child to write the FSA, do I let my support teacher know? A: Yes please. It is important that we note these supports in the Educational Supports section of your child’s HCOS Student Learning Plan. Q: What is the point of the FSA? A: It generally helps HCOS see how are students are doing with applying Literacy and Numeracy skills and if there are ways we can help our Support Teachers work with our parents/guardians and students to help support skill development in the areas of Literacy and Numeracy. Specifically, FSA results help you and your support teacher see if there are Educational Supports that can support a student in their individual Student Learning Plan. Also, the FSA helps the MECC understand how students are progressing in their general understanding and application of Literacy and Numeracy skills. Q: If my child is more at an ‘Emerging’ level on the proficiency scale used to assess their FSA work, do we have to change up the resources we use? A: It would be best to talk this over with your support teacher. It might not be best to change everything because of a snapshot taken during the FSA. The FSA is a learning experience, not a failure if a low mark is received. Your support teacher could also help you put Educational Supports in place, rather than switching everything up. Brightspace Student and Parent Brightspace resources Accessing Your Gradebook To access your gradebook for a specific course in Brightspace: Begin by logging into Brightspace with your username and password.  Navigate to the course through the 'My Courses' widget on the homepage and click on the course. At the top of the course homepage, in the tan navigation bar, click grades. You will be taken to your grade report for the course. Here you can see your overall grade, comments and individual assessment item results. You can also print this page for reference using the blue 'Print' button in the top right hand corner. Integrity Advocate - Student Experience Some courses will require students to be proctored for exams using Integrity Advocate. There are two modes that students will experience, Demo Mode and Proctored Mode.  Demo Mode Teachers may set up quizzes or tests using the demo mode of Integrity Advocate. This gives students the chance to experience and walk through the different steps of launching an exam within Integrity Advocate ahead of a high-stakes test. The process is the same as outlined below with the exception that the first screen shows demo mode.  Proctored Mode When your teacher has requested that a specific test be proctored, you will click on the link within your course and Integrity Advocate will appear: Click the green arrow, and accept the privacy policy.  You will then be requested to take a picture of yourself.  You will then be requested to take a picture of your Photo ID. Acceptable IDs are: Drivers License Government Issued ID School Issued ID card You are given the option to 'Mask Information on your ID Card'. Feel free to block out personal information such as address, and date of birth. Please do not block our your picture. Once the picture has been submitted, the rules for your exam are then displayed.  You are then able to take your exam. You will notice on your window a recording of yourself as you proceed through the test.  There are two ways to end the Integrity Advocate Session: 1) If you are taking a quiz that is in Brightspace, clicking the Submit Quiz will end the Integrity Advocate session. 2) If you are taking a quiz that is in StudyForge or on another content item in the course, the session will end when you navigate away from the window for longer than 10 minutes. If you close the browser (window or tab) when you have finished your assessment that is the simplest way to ensure the session is closed.  A few things to note: If you leave the view of your camera, you may hear a voice through your speakers directing you to come back into the frame. This can be startling if you are not aware it may happen.  Integrity Advocate is monitoring you through your webcam and microphone to ensure you are following the rules of the test.  Artificial Intelligence will flag any rule violations during your test.  If flags are made, a human review from Integrity Advocate reviews those flags to determine if they are appropriate. For example, if you sneezed and it temporarily took you out of the view of the webcam, this would be deemed appropriate and the flag would be removed.  Following the scans, your teacher receives a report about 5 minutes following the completion of your exam, that states either the session was clear or that there are flags that need to be addressed. If there are concerns that need to be addressed, your teacher will contact you to set up a meeting.  Additionally, Mr. Johnston has create a video that walks you through the process: Logging Into Brightspace and Accessing Course Pages To access your Brightspace account and your course shells, go to the Brightspace Login page at this link:  https://hcos.onlinelearningbc.com/d2l/login. You should see the following page:  Click on the green Login with Encom button, and when prompted, enter your Encom username and password to bring up your homepage. HCOS Students - Your parents will need to setup your Brightspace account using the instructions found at https://hcos.ca/moodle-setup . BCOS Students - Your Encom login information is included in your acceptance letter. If you are unsure of your login information please visit https://hcos.ca/encomreset and request a reset using the email you signed up with. The first time you log in to Brightspace, you will be prompted to complete the Brightspace Orientation module. This informational module provides you with the information, tips and knowledge you will need in order to navigate online courses in Brightspace. The orientation module can be accessed at any time by finding the orientation widget below the Student Support Centre widget if you need a refresher on any of the topics. Message, Subscription and Update Alerts At the top of your Brightspace login you will see five different icons located next to your profile image and name.  There are two icons in addition to the alerts:  The ‘waffle’ is a shortcut to search your courses. It allows you to navigate to your courses from any page you might be on within Brightspace.  The ‘cog’ is a shortcut to any settings that you might be able to change. As a student, you don’t have access to more than your Media Library. This is where all media (videos, recordings etc.) you have created within Brightspace is stored.  The three icons that are related to alerts are listed below. Anytime that an alert is present it will be represented by an orange dot. Messages This will track any email alerts that have been sent to you through Brightspace. Subscriptions These would be alerts for anything you might have subscribed to in your courses; announcement feeds, discussion posts etc.  Update These are alerts based on settings you’ve created for what you’d like to be notified about. This can include new content, announcements etc.  To change your notification settings: Log in At the top right, click on your user name or profile picture. Select ‘Notifications’ from the pop up window. Once into the notifications tab, there are instructions on how to download the Pulse App which connects to your Brightspace account. Additionally, you can update contact methods, both email and mobile.  There are a few settings that you have the ability to choose from. 4. Under ‘Summary of Activity’ you have the ability to receive a summary of activity for each of your different courses. The options are never, daily or weekly. 5. There are different ‘Instant Notifications’ that you have the ability to select from. As a student, you might want to select notifications to do with the following either as a SMS (text message) or email: Activity Feed - new comments from others on a post Activity Feed - new posts created by others Announcements - announcement updated Announcements - new announcement available Assignments - assigned feedback released This will notify you when your teacher has given you feedback on any of your submitted work. Discussions - mentioned in a discussion post or thread Discussions - new port in a forum, topic, or thread that i subscribed to in instant notifications Grades - grade item released Grades - grade item updated We suggest leaving off the different Content items unless you want to know every time a typo or small addition is made to your courses :) 6. Under customize notifications, you have the ability to choose whether or not you’d like the grade value of your assignments sent when receiving feedback. The second option may be chosen if you’ve enrolled in courses that haven’t yet started, such as synchronous course options.  7. Lastly, the ‘Exclude some Courses’ section. If there are courses that you are enrolled in but don’t want to receive notifications for, this is where you would list those under the ‘Manage my course exclusions.’ 8. Remember to click ‘Save’ before leaving this page. Navigating the Course Homepage Once logged into Brightspace, to access your course(s) click on one of the tiles located in the My Courses Widget. If you cannot see all your courses, make sure you have selected All.  Once you have entered the course of your choice you will see a navigation bar and options to select on the course homepage.   At the top you will see the navigation bar. In grades 10 through 12, it will appear like: And in grades 5 through 9, it will appear like this: While it may look different, the buttons and links represent the same information. Course Home Clicking the course home link in the navigation bar will redirect you back to the course homepage, from any other page within the course.  Content The content link will take you to a list of all the content within the course. You can navigate to any specific aspect from this list or launch the different units. Class Progress This link will give you an overview of your progress in the current course you are viewing.  Grades An overview of your grades for the courses. You can print this page for future reference as well.  Discussions This is a shortcut to all of the forums in the course. If you are following threads and having an in depth discussion with another student this is a great way to navigate directly to those instead of through the content.  Here you can also adjust your subscriptions and notifications to forums.  On the course homepage you have: Announcement Feed Teachers will use this widget to make class wide announcements, post important information and maybe some fun things, like jokes or current events.  Your Teacher and TAs Here you will find the contact information for your teacher. They will have their email address, zoom contact, office hours and any other important information you need in order to be able to connect with them. Calendar This will be an important tool in synchronous courses. Teachers may add due dates and class times so you can follow along with the group. Course Content Here is where you will access the different components of your course. Clicking the tiles will take you to the units or lessons to begin or continue working.  Course Content Navigation Once you have clicked on a tile in Brightspace you will be taken to a view that displays only the content of your course. To navigate through, you may have to click a ‘hamburger menu’ in the top right corner to see the different components of the unit. Alternatively, you can use the arrows on the right hand side to navigate forwards and backwards. The ‘< Back” button will return you to the course homepage. Once you adjust the menu, you will see additional navigation options:   Navigating the Landing Page in Brightspace Brightspace is the Learning Management System (LMS) used by HCOS to offer a wide variety of courses including online (asynchronous and synchronous), hybrid, Community Connections + and even some individualized offerings.  While course experiences may be different depending on what offerings you are enrolled in, the general user experience is the same. To login, navigate to hcos.onlinelearningbc.com or click here . Click the Teacher & Student login button and enter your username and password. If you do not know your password, please click the forgot password link, and if you are unsure of your username please reach out to your Support Teacher or Grad Advisor.  If it is your first time logging in, you will be prompted to walk through the Online Orientation. A pop-up window will appear and you will be instructed to read through the material provided. Once you have logged in and completed the Online Orientation, you will be taken to the landing page. On the landing page you will see a few different categories of information: HCOS & BCOS Announcements This is where school wide announcements will be placed for students. Students can expand to see all previous announcements made.  My Courses There is where students will find shortcuts to each of their enrolled classes. They can sort by all, or by grade level if they are enrolled in offerings associated at different grades.  Student Support Centre This widget gives students direct access to the Student Support Educational Assistants. Need some help in one of your courses? Feel free to book an appointment directly, using the links provided.  My Courses in Other Orgs Are you cross enrolled with another school for an online offering? If so, you will have direct access through this widget to navigate to those courses.  Log Out Reminder It is best practice to log out of your session every time you are finished working. Brightspace will automatically log you out after three hours if there is no activity registered.  In addition to the modules you see upon logging in, there are additional resources available to you through the navigation bar. Progress Clicking this link will give you access to an overview of progress on all your enrolled courses. You can navigate to each course individually using the list on the left hand side.  Learning Commons A direct link to our Learning Commons website. Learning Groups Ready to make a face-to-face connection. This link will direct you to our Learning Groups website where you can register for local events in your community.  Course Libraries Curious what HCOS has to offer. Click the course libraries tab to see what course offerings are available at different grade levels and in all subject areas.  The additional icons by your username are for Messages and Profile. To find more information about those please visit these pages: Message, Subscriptions and Update Alerts Setting Up Your Brightspace Profile Parent and Guardian Access to Brightspace We believe that at home learning requires engaged parents and guardians. Brightspace provides a Parent Portal to access announcements, grades, feedback and upcoming assignments for each of course their students are enrolled in.  See more about what is available to parents with Brightspace: To log into your parent account, please visit https://hcos.onlinelearningbc.com and use your Encom username and password. Parent Town Hall Q&A Setting Up your Brightspace Profile To set up your profile within Brightspace: Log In Once logged in, at the top right, click on your initials Click ‘Profile’ Here you can update: Profile picture Images must be less than 1MB in size Remember that this image will be seen by your teachers and other students, please choose a respectful one that represents you. Your teachers appreciate seeing your face. If you are uncomfortable providing a picture, that is ok. Any pictures with inappropriate images or content will be removed.  Contact Information This will make your email address public to other users within Brightspace. Teachers have access to your email address if you choose to not put it in this box.  Personal Information If you’d like for others to get to know you a bit, feel free to include some personal tidbits - favorite movies, favorite quotes etc. This is not required.  Once you have finished editing your profile. Remember to click ‘Save and Close’ Setting up a Student Brightspace Account Brightspace is a required part of any online or hybrid course. In addition, some individualized teachers use Brightspace as a way to track submissions and documents. The instructions below will walk you through setting up your student's Brightspace account for the first time and how to login to Brightspace. You can also watch this short tutorial video: Setting Up A Student Account If this is the first time your student has taken a Brightspace course please follow the steps below to create a password for them. Login to your Parent account in Encom  and click on the Student's Account button. If you do not see Student's Account you can access your student's profile by clicking  Student Lists (1) in the upper menu and select Upcoming Students (2) on the left On the Student Account page you will find your student's Username and a text field to set the Brightspace login password for the account. Remember to click Save Changes at the bottom of the page if you make any changes. Updates can take up to  10 minutes . Please wait this period before contacting Tech Support for any assistance. You can also specify the email address that grading notification and emails from the teacher should be sent to. You can also check which courses you are enrolled in within Brightspace by clicking the blue LMS Diagnostics button. This page only shows the courses your student is enrolled/completed through Brightspace. All courses can be seen on the student's course list page. Accessing Brightspace Navigate to HCOS' Homepage . In the top right you will see an @HCOS section. Click there.  Scroll down to the Quick Access section. Click on Login under Brightspace. Once here, we suggest bookmarking the login page for future access. If it's your first time logging into Brightspace you will be required to complete the online orientation. This is a short module of information for all users about the software and procedures required to complete an online course. Once the orientation is completed, your courses will show on the Brightspace homepage. Calendars & Schedules Synchronous Cohorts - 2023/2024 Individual class schedules will be posted as they are created. Please check your Brightspace course shell for more information.  Synchronous classes begin the week of Sept 25-29 and end the week of June 10-14. There are no classes scheduled during the following weeks:  Nov 6-10: HCOS staff meetings Dec 25-Jan 5: Christmas break Jan 15-19: Report card writing for teachers Mar 18-April 2: Spring break and Easter April 29-May 3: HCOS Connect Please note that the final submission deadline for Term 2 (June) report cards is Friday, June 14, 2024 at 9:00 am. Some courses have two cohort options on the schedule based on last year's enrollment numbers (e.g., English 9A and English 9B); however, cohorts may be combined closer to the start of September if student enrollment is lower than expected. Please enrol in the course in Encom, then your synchronous teacher will reach out at the beginning of September to determine which section you would like to attend. Grade 5 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am French 5A Spanish 5A 9:45-10:15am French 5B English 5 10:30-11:00am Science 5 Spanish 5B 11:15-11:45am Math 5 Lunch 1:00-1:30pm 1:45-2:15pm 2:30-3:00pm Grade 6 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am English 6A English 6B French 6B 9:45-10:15am Spanish 6 10:30-11:00am French 6A Math 6 11:15-11:45am Science 6 Lunch 1:00-1:30pm 1:45-2:15pm 2:30-3:00pm Due to popular interest, TechLAB courses are divided into two cohorts. Each cohort meets together for 30 minutes as an individual cohort, then 30 minutes with the other cohort in a larger group. For example, a student in TechLAB 7/8 Cohort A will meet with Mr Lamden on Tuesdays from 1:15-1:45pm, then Cohort B will join from 1:45-2:15pm. Cohort B will then continue with Mr Lamden from 2:15-2:45pm. This allows students to build relationships in smaller groups while still benefitting from large group instruction and discussion times. Once students are enrolled in TechLAB in Encom, Mr Lamden will reach out to let them know which cohort they should attend. Grade 7 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am Spanish 7 9:45-10:15am Social Studies 7 English 7A English 7B 10:30-11:00am 11:15-11:45am French 7 Lunch 1:00-1:30pm  Science 7 TechLAB 7/8 Cohort A: 1:15-2:15pm Cohort B: 1:45-2:45pm Math 7  1:45-2:15pm 2:30-3:00pm Due to popular interest, TechLAB courses are divided into two cohorts. Each cohort meets together for 30 minutes as an individual cohort, then 30 minutes with the other cohort in a larger group. For example, a student in TechLAB 7/8 Cohort A will meet with Mr Lamden on Tuesdays from 1:15-1:45pm, then Cohort B will join from 1:45-2:15pm. Cohort B will then continue with Mr Lamden from 2:15-2:45pm. This allows students to build relationships in smaller groups while still benefitting from large group instruction and discussion times. Once students are enrolled in TechLAB in Encom, Mr Lamden will reach out to let them know which cohort they should attend. Grade 8 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am Math 8A 9:45-10:15am Spanish 8 French 8 10:30-11:00am  Social Studies 8 English 8A English 8B  11:15-11:45am Science 8 Lunch 1:00-1:30pm TechLAB 7/8 Cohort A: 1:15-2:15pm Cohort B: 1:45-2:45pm Math 8B 1:45-2:15pm TechLAB 8/9 Cohort A: 1:45-2:45pm Cohort B: 2:15-3:15pm 2:30-3:00pm Due to popular interest, TechLAB courses are divided into two cohorts. Each cohort meets together for 30 minutes as an individual cohort, then 30 minutes with the other cohort in a larger group. For example, a student in TechLAB 8/9 Cohort A will meet with Mr Lamden on Wednesdays from 1:45-2:15pm, then Cohort B will join from 2:15-2:45pm. Cohort B will then continue with Mr Lamden from 2:45-3:15pm. This allows students to build relationships in smaller groups while still benefitting from large group instruction and discussion times. Once students are enrolled in TechLAB in Encom, Mr Lamden will reach out to let them know which cohort they should attend. Grade 9 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am 9:45-10:15am Math 9A Math 9B 10:30-11:00am Spanish 9  Science 9B French 9 11:15-11:45am Social Studies 9  English 9B  Lunch 1:00-1:30pm  English 9A 1:45-2:15pm Science 9A TechLAB 8/9 Cohort A: 1:45-2:45pm Cohort B: 2:15-3:15pm 2:30-3:00pm Grade 10 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am Science 10A FPC Math 10B 9:30-10:00am 10:00-10:30am French 10 Spanish 10 10:30-11:00am 11:00-11:30am Humanities 10 ELA 10: Literary Studies  & Composition Science 10B ELA 10: Literary Studies & Creative Writing 11:30am-12:00pm Lunch 1:00-1:30pm Career Life Education Social Studies 10 ELA 10: New Media & Comp/Sp. Lang. 1:30-2:00pm Career Life Connections 2:00-2:30pm FPC Math 10A Workplace Math 10A Workplace Math 10B 2:30-3:00pm Grade 11 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am 9:30-10:00am 10:00-10:30am Literary Studies 11  PreCalc 11 (10:00-11:00) Foundations of Math 11 (10:30-11:30) 10:30-11:00am 11:00-11:30am Humanities 11 French 11 11:30am-12:00pm Lunch 1:00-1:30pm Career Life Education Life Sciences 11 Spanish 11 (1:00-2:00) Explorations in Social Studies 11 (1:00-2:00) 1:30-2:00pm Career Life Connections 2:00-2:30pm WP Math 11 2:30-3:00pm Grade 12 Monday Tuesday Wednesday Thursday Friday 9:00-9:30am 9:30-10:00am 10:00-10:30am English First Peoples 12 10:30-11:00am 11:00-11:30am Humanities 12 Anatomy & Physiology 12 11:30am-12:00pm Lunch 1:00-1:30pm Career Life Education PreCalculus 12 (12:45-1:45) 1:30-2:00pm Career Life Connections 2:00-2:30pm 2:30-3:00pm School Calendar for Families 2023/2024 This calendar provides families key dates for various deadlines, breaks and important information during this school year.  August 2023 August 18 (4:00pm) - September 5 (8:00am) Moodle and Brightspace shutdown September 2023 September 4 Labour Day September 5 - 22 Week of Welcome (WoW) events (province wide)  September 22 Tuition pre-authorized payment due (on or prior to this date) September 29 Bursary application due (on or prior to this date) September 29 Tuition due October 2023 October 2 National Day for Truth and Reconciliation October 3 HCOS Finance Office begins accepting invoices for Lessons and Activities October 3 - 31 Foundation Skills Assessments (FSAs) - Grades 4 & 7 October 9 Thanksgiving Day Oct 31 - Nov 3 Numeracy and Literacy Assessments - Grades 10-12 November 2023 November 13 Remembrance Day December 2023 December 22 (4:00pm) - January 2 (8:00am) Moodle and Brightspace shutdown December 25 - January 1 Christmas Break (HCOS offices closed) December 25 - January 5 Suggested Christmas Break for Home Learners January 2024 January 15-26 Numeracy and Literacy Assessments - Grades 10-12 January 15 - February 14 Re-enrollment window January 17 - February 14 Read for Change January 26 (4:00pm) Report cards published February 2024 February 15 New student applications begin processing March 2024 March 4 - 8 Grad Program Orientation Week March 11 - 14 & 16 Heritage Theatre Show Week (Kelowna) March 15 (4:00pm) - March 22 (4:00pm) Moodle and Brightspace shutdown March 18 - April 1 Spring Break April 2024 April 1 Learning Groups PO use deadline April 15 Current school year PO numbers expire (last day for curriculum and lesson purchases) April 15-19 Numeracy and Literacy Assessments - Grades 10 - 12 April 24 Next school year PO numbers issued in Encom April 29 HCOS Connect - Interior (Kelowna) April 30 HCOS Connect - North (Prince George) May 1 HCOS Connect - Lower Mainland (Langley) May 2 HCOS Connect - Island (Nanaimo) May 2024 May 3 (TBC) Grad courses without an active date, and any funding associated with those courses, are withdrawn automatically June 2024 June 5 Flex Athletics Banquet (Kelowna) June 10-14 Numeracy and Literacy Assessments - Grades 10-12 June 14 (9:00am) Final submission deadline for all Middle School online courses and Grad synchronous online courses June 14 Graduation Ceremony and Banquet (Langley) June 21 Graduation Ceremony and Banquet (Kelowna) June 28 (4:00pm) Report cards published July 2024 August 2024 August 16 (4:00pm) - September 3 (8:00am) Brightspace shutdown Core Competencies The core competencies are a set of intellectual, personal, and social and emotional proficiencies that students will develop through the course of their schooling. These core competencies encompass a set of skills and abilities that are embedded in each discipline and area of learning. Core Competencies: Communication   The Communication competency encompasses the knowledge, skills, processes and dispositions we associate with interactions with others. Through their communication, students acquire, develop and transform ideas and information, and make connections with others to share their ideas, express their individuality, further their learning, and get things done. The communication competency is fundamental to finding satisfaction, purpose and joy.   The Communication Core Competency has two interrelated sub-competencies:   Communicating  encompasses the set of abilities that people use to impart and exchange information, experiences, and ideas; to explore the world around them; and to understand and effectively use communication forms, strategies, and technologies. Communicating provides a bridge between peoples’ learning, their personal and social identity, and the world in which they interact.   People who communicate effectively use their skills and strategies intentionally to ensure understanding their audience. They communicate in an increasing variety of contexts, for a variety of purposes, and often with multiple audiences.   Collaborating  involves the skills, strategies, and dispositions that people use to work together to pursue common purposes and accomplish common goals.   People who collaborate effectively recognize how combining others’ perspectives, strategies, and efforts with their own enhances collective understanding, use, and impact. They value the contributions of group members, interact supportively and effectively using inclusive practices, and strive for shared commitment and mutual benefit. Communicating 1. Connecting and engaging with others  Students engage in informal and structured conversations in which they listen, contribute, develop understanding and relationships, and learn to consider diverse perspectives. This facet of communication is closely linked to the building and sustaining of relationships at home, at school, in the community, and through social media. 2. Focusing on intent and purpose Students communicate with intention and purpose. They understand that communication can influence, entertain, teach, inspire, and help us make sense of the world and our experiences. They recognize the role the audience plays in constructing meaning, and they make strategic choices to help convey their messages and create their intended impact. They draw from a range of forms, media, and techniques, monitoring and adjusting their approaches and assessing their effects. 3. Acquiring and presenting information Students communicate by receiving and presenting information. They inquire into topics of interest and topics related to their studies. They acquire information from a variety of sources, including people, print materials, and media; this may involve listening, viewing, or reading, and requires understanding of how to interpret information. They present information for many purposes and audiences, and their presentations often feature media and technology. Six Profiles PROFILE DESCRIPTION Profile One In a safe and supported environment, I respond meaningfully to communication from peers and adults. Profile Two In familiar settings, I communicate with peers and adults.   I talk and listen to people I know. I can communicate for a purpose. I can understand and share basic information about topics that are important to me, and answer simple, direct questions about my activities and experiences. Profile Three I communicate purposefully, using forms and strategies I have practiced.   I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn and share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather the basic information I need and present it. Profile Four I communicate clearly and purposefully, using a variety of forms appropriately.   I share my ideas and try to connect them with others’ ideas. I am an active listener – I make connections and ask clarifying and extending questions when appropriate. I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and for my own interests and present it clearly. Profile Five I communicate confidently, using forms and strategies that show attention to my audience and purpose.                 In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of effective communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis. Profile Six I communicate with intentional impact, in well-constructed forms that are effective in terms of my audience and in relation to my purpose.   I contribute purposefully to discussions and conversations. I synthesize, deepen, and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyze, and integrate well-chosen information from a range of sources. Collaborating 1. Working collectively  Students combine their efforts with those of others to effectively accomplish learning and tasks. As members of a group, they appreciate interdependence and cooperation, commit to needed roles and responsibilities, and are conscientious about contributing. They also negotiate respectfully and follow through on plans, strategies, and actions as they share resources, time, and spaces for collaborative projects. 2. Supporting group interactions Students engage with others in ways that build and sustain trusting relationships and contribute to collective approaches. They value diverse perspectives and integrate the ideas of others with their own to tackle tasks, issues, and problems. Students seek to distribute leadership, listen actively, take turns in discussions, acknowledge contributions, and identify missing voices. They regulate the group’s interactions together, mutually encouraging one another, creating space for marginalized voices, and applying constructive strategies to navigate through misunderstandings, struggles, and conflict. 3. Determining common purposes Students develop shared understandings of information, issues, situations, and problems in pursuit of common purposes and goals. They honour various group processes and proactively support movement forward, including refocusing on intended goals as needed. They revise plans according to mutual deliberations and strive for consensus. As co-members of a group, students see one another as valuable resources, commit to impact and collective success, assess group results and processes, and share in the recognition of achievements. Six Profiles PROFILE DESCRIPTION Profile One In familiar situations, I can participate with others. Profile Two In familiar situations, I cooperate with others for specific purposes.   I contribute during group activities, cooperate with others, and listen respectfully to their ideas. I can work with others for a specific purpose. Profile Three I contribute during group activities with peers and share roles and responsibilities to achieve goal s .   I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal and can evaluate our group processes and results. Profile Four I can confidently interact and build relationships with other group members to further shared goals.   I can identify and apply roles and strategies to facilitate groupwork. I draw on past experiences to negotiate and develop group processes. I am an active listener and speaker. I share my ideas and try to connect them with others’ ideas, I ask clarifying questions and check for understanding when appropriate, and I test my ideas with others and consider their input. I help resolve conflicts and challenges as they arise. I recognize how my contributions and those of others complement each other. I can plan with others and adjust our plan according to the group’s purpose. Profile Five I can facilitate group processes and encourage collective responsibility for our progress.   I play a role in collectively monitoring the progress of the group and adjust my contributions as needed. I recognize the interdependence of our roles and draw on these to move us forward. I ask thought-provoking questions, integrat e new information and various perspectives from others, and think critically about whose voices are missing. I can disagree respectfully, and I anticipate potential conflicts and help manage them when they arise. I give, receive, and act on constructive feedback in support of our goals, and I can evaluate and revise plans with other group members. Profile Six I can connect my group with other groups and broader networks for various purposes.   I can step outside of my comfort zone to develop working relationships with unfamiliar groups. I develop and coordinate networking partnerships beyond and in service of the group. I demonstrate my commitment to the group’s purpose by taking on different roles as needed. I acknowledge different perspectives and seek out and create space for missing or marginalized voices. I summarize key themes to identify commonalities and focus on deepening or transforming our collective thinking and actions. I recognize when wisdom and strategies from others are needed and access these to address complex goals. I help create connections with other groups or networks to further our common goals and our impact. To view the Connections and Illustrations for the Core Competencies please visit the BC's New Curriculum website.     Core Competencies: Personal and Social The Personal and Social competency is the set of abilities that relate to students' identity in the world, both as individuals and as members of their community and society. Personal and social competency encompasses what students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world.   The Personal and Social Core Competency has three interrelated sub-competencies:   Personal awareness and responsibility  involves understanding the connections between personal and social behaviour and well-being; it encourages people to make constructive and ethical decisions and act on them.   People who are personally aware and responsible demonstrate self-respect, persevere in difficult situations, and exercise responsibility. They understand that there are consequences for their decisions and actions. A personally aware and responsible individual takes steps to ensure their well-being, sets goals and monitors progress, regulates emotions and manages stress, and recognizes and advocates for their own rights.   Positive personal and cultural identity  involves the awareness, understanding, and appreciation of the factors that contribute to a healthy sense of oneself; it includes knowledge of one’s family background, heritage(s), language(s), beliefs, and perspectives in a pluralistic society.   People who have a positive personal and cultural identity value their personal and cultural narratives and understand how these shape their identity. They exhibit a sense of self-worth, self-awareness, and positive identity to become confident individuals who take satisfaction in who they are and what they can do. They contribute to their own well-being and to the well-being of their family, community, and society.   Social awareness and responsibility  involves the awareness, understanding, and appreciation of connections among people, including between people and the natural environment. Social Awareness and Responsibility focuses on interacting with others and the natural world in respectful and caring ways.   People who are socially aware and responsible contribute to the well-being of their social and physical environments. They support the development of welcoming and inclusive communities, where people feel safe and have a sense of belonging.   A socially aware and responsible individual contributes positively to their family, community, and environment; empathizes with others and appreciates their perspectives; resolves problems peacefully; and develops and sustains healthy relationships. Personal Awareness and Responsibility 1. Self-advocating Students who are personally aware and responsible have a sense of self-worth and a growing confidence in a variety of situations. They value themselves, their ideas, and their accomplishments. They are able to express their needs and seek help when needed, find purpose and motivation, act on decisions, and advocate for themselves. 2. Self-regulation Students who are personally aware and responsible take ownership of their choices and actions. They set goals, monitor progress, and understand their emotions, using that understanding to regulate actions and reactions. They are aware that learning involves patience and time. They can persevere in difficult situations, and to understand how their actions affect themselves and others. 3. Well-being Students who are personally aware and responsible recognize the factors that affect their holistic wellness and take increasing responsibility for caring for themselves. They keep themselves healthy and stay active, manage stress, and express a sense of personal well-being. They make choices that contribute to their safety in their communities, including their online communities and use of social media. They recognize their personal responsibility for their happiness and have strategies that help them find peace in challenging situations. Six Profiles PROFILE DESCRIPTION Profile One I can show a sense of accomplishment and joy, and express some wants, needs, and preferences. I can sometimes recognize my emotions. Profile Two I can initiate actions that bring me joy and satisfaction and recognize that I play a role in my well-being.   I can seek out experiences that make me feel happy and proud. I can express my wants and needs and celebrate my efforts and accomplishments. I have some strategies that help me recognize and manage my feelings and emotions. I recognize and can explain my role in learning activities and explorations, and I can give some evidence of my learning. I can describe how some specific choices can affect my well-being and participate in activities that support my well-being. Profile Three I can make choices that help me meet my wants and needs and increase my feelings of well-being. I take responsibility for my actions.   I can take action toward meeting my own wants and needs and finding joy and satisfaction, and work toward a goal or solving a problem. I can use strategies that increase my feeling of well-being and help me manage my feelings and emotions. I can connect my actions with both positive and negative consequences and try to make adjustments; I accept feedback. I make decisions about my activities and take some responsibility for my physical and emotional well-being. Profile Four I can recognize my strengths and take responsibility for using strategies to focus, manage stress, and accomplish my goals.    I advocate for myself and my ideas; I accept myself. I am willing to engage with ideas or information that is challenging for me. I can be focused and determined. I can set realistic goals, use strategies to accomplish them, and persevere with challenging tasks. I can tell when I am becoming angry, upset, or frustrated, and I have strategies to calm myself. I can make choices that benefit my well-being and keep me safe in the communities I belong to. Profile Five I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.   I have valuable ideas to share. I am willing to explore controversial issues, and I can imagine and work toward change in myself and in the world. I can set priorities; implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it. I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need. Profile Six I recognize my value and advocate for my rights. I take responsibility for my choices, my actions, and my achievements.   I have valuable ideas to share. I am willing to explore controversial issues, and I can imagine and work toward change in myself and in the world. I can set priorities; implement, monitor, and adjust a plan; and assess the results. I take responsibility for my learning, seeking help as I need it. I use strategies for working toward a healthy and balanced lifestyle, for dealing with emotional challenges, and for finding peace in stressful times. I know how to find the social support I need. Positive Personal and Cultural Identity 1. Understanding relationships and cultural context Students understand that their relationships and cultural contexts help to shape who they are.  This includes culture in its broadest sense, including how one identifies in terms of ethnicity, nationality, language(s), abilities, sexual orientation, gender identity, age, geographic region, and religious or spiritual beliefs. Students explore who they are in terms of their relationship to others and their relationship to the world (people and place) around them. 2. Recognizing personal values and choices Students define who they are by what they value. They understand how what they value has been influenced by their life experiences. They identify how their values help to shape their choices, in all contexts of their lives. 3. Identifying personal strengths and abilities Students acknowledge their strengths and abilities, and they intentionally consider these as assets, helping them in all aspects of their lives. Students understand that they are unique and are a part of larger, and often multiple, communities. They explain how they are using their strengths and abilities in their families, their relationships, and their communities. Six Profiles PROFILE DESCRIPTION Profile One I am aware of myself as different from others.   I know my name. I am aware of some of my family and/or caregiver relationships. Profile Two I am aware of different aspects of myself. I can identity people, places, and things that are important to me.   With some help, I can identify some of my attributes. I can identify objects or images that represent things that are important to me and explain what I like and dislike. I can describe my family, home, and/or community (people and/or place). Profile Three I can describe different aspects of my identity.   I can identify my individual characteristics and explain what interests me. I can describe different groups that I belong to. Profile Four I have pride in who I am. I understand that I am a part of larger communities.   I can describe and demonstrate pride in my positive qualities, characteristics, and/or skills. I can explain why I make specific choices. I am able to represent aspects of my cultural contexts (such as family, communities, school, peer groups) through words and/or images, and describe some ways that I participate in, or am connected to, a community. Profile Five I understand that my identity is influenced by many aspects of my life. I am aware that my values shape my choices and contribute to making me a unique individual.   I understand that my characteristics, qualities, strengths, and challenges make me unique and are an important part of the communities I belong to (including people and places). I understand that what I value influences the choices I make and how I present myself in various contexts (including online). I can explain how I am able to use my strengths to contribute in my home and/or communities. Profile Six I can identify how my life experiences have contributed to who I am; I recognize the continuous and evolving nature of my identity.   I can identify ways in which my strengths can help me meet challenges, and how my challenges can be opportunities for growth. I understand that I will continue to develop new skills, abilities, and strengths. I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices. I understand that my learning is continuous, my concept of self and identity will continue to evolve, and my life experiences may lead me to identify with new communities of people and/or place. Social Awareness and Responsibility 1. Building relationships Students build and maintain diverse, positive peer and intergenerational relationships. They are aware and respectful of others’ needs and feelings and share their own in appropriate ways. They adjust their words and actions to care for their relationships. 2. Contributing to community and caring for the environment Students develop awareness of and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities, and the environment. They are aware of the impact of their decisions, actions, and footprint. They advocate for and act to bring about positive change. 3. Resolving problems Students identify and develop an appreciation for different perspectives on issues. They show empathy, disagree respectfully, and create space for others to use their voices. They generate, use, and evaluate strategies to resolve problems. 4. Valuing diversity Students value diversity, defend human rights, advocate for issues, and interact ethically with others. They are inclusive in their language and behaviour and recognize that everyone has something to contribute. Their approach to inclusive relationships exemplifies commitment to developing positive communities. Six Profiles PROFILE   DESCRIPTION Profile One I can be aware of others and my surroundings.   I like to be with my family and friends. I can help and be kind. I can tell when someone is sad or angry and try to make them feel better. I am aware that other people can be different from me. Profile Two In familiar settings, I can interact with others and my surroundings respectfully.   I can build relationships and work and play cooperatively. I can participate in activities to care for and improve my social and physical surroundings. I use materials respectfully. I can solve some problems myself and ask for help when I need it. I listen to others’ ideas and concerns. I can be part of a group and invite others to join. I can identify when something is unfair to me or to others. Profile Three I can interact with others and the environment respectfully and thoughtfully.   I can build and sustain relationships and share my feelings. I contribute to group activities that make my classroom, school, community, or natural world a better place. I can identify different perspectives on an issue, clarify problems, consider alternatives, and evaluate strategies. I can demonstrate respectful and inclusive behaviour with people I know. I can explain why something is fair or unfair. Profile Four I can take purposeful action to support others and the environment.   I can build relationships and be a thoughtful and supportive friend. I can identify ways my actions and the actions of others affect my community and the natural environment. I look for ways to make my classroom, school, community, or natural world a better place and identify small things I can do that could make a difference. I demonstrate respectful and inclusive behaviour in a variety of settings, and I recognize that everyone has something to offer. Profile Five I can take purposeful action to support others and the environment.   I can build relationships and be a thoughtful and supportive friend. I can identify ways my actions and the actions of others affect my community and the natural environment. I look for ways to make my classroom, school, community, or natural world a better place and identify small things I can do that could make a difference. I demonstrate respectful and inclusive behaviour in a variety of settings, and I recognize that everyone has something to offer. Profile Six I can initiate positive, sustainable change for others and the environment.   I build and sustain positive relationships with diverse people, including people from different generations. I show empathy for others and adjust my behaviour to accommodate their needs. I advocate and take thoughtful actions to influence positive, sustainable change in my communities and in the natural world. I can analyze complex social or environmental issues from multiple perspectives and understand how I am situated in types of privilege. I act to support diversity and defend human rights and can identify how diversity is beneficial for the communities I belong to. To view the Connections and Illustrations for the Core Competencies please visit the BC's New Curriculum website.   Core Competencies: Thinking The Thinking competency encompasses the knowledge, skills, and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into new understanding. Thinking competence requires specific thinking skills as well as habits of mind and metacognitive awareness. These are used to process information from a variety of sources, including thoughts and feelings that arise from the subconscious and unconscious mind and from embodied cognition to create new understandings.   The Thinking Core Competency has two interrelated sub-competencies:   Creative thinking  involves the generation of ideas and concepts that are novel and innovative in the context in which they are generated, reflection on their value to the individual or others, and the development of chosen ideas and concepts from thought to reality.   People who think creatively are curious and open-minded, have a sense of wonder and joy in learning, demonstrate a willingness to think divergently, and are comfortable with complexity. A creative thinker reflects on existing ideas and concepts; uses imagination, inventiveness, resourcefulness, and flexibility; and is willing to take risks to go beyond existing knowledge.   Critical and reflective thinking  encompasses a set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.   People who think critically and reflectively are analytical and investigative, willing to question and challenge their own thoughts, ideas, and assumptions and challenge those of others. They reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues. A critical thinker uses their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking. Creative Thinking 1. Creating and innovating Students get creative ideas that are novel and have value. An idea may be new to the student or their peers, and it may be novel for their age group or the larger community. It may be new to a particular context or absolutely new. The idea or product may have value in a variety of ways and contexts – it may be fun, provide a sense of accomplishment, solve a problem, be a form of self-expression, provoke reflection, or provide a new perspective that influences the way people think or act. It can have a positive impact on the individual, classmates, the community, or the world.  2. Generating and incubating Students may generate creative ideas through free play, engagement with other’s ideas, or consideration of a problem or constraint, and/or because of their interests and passions. New ideas and inspirations can spontaneously arise from the unconscious mind, but students can also develop strategies to facilitate the generation of ideas – learning a lot about something, engaging in a period of reflection, providing time for incubation, and doing relaxing or automatic activities to quiet their conscious mind. The capacity for creative thinking expands as individuals increase their range of ideas and concepts to recombine them into new ideas. The ideas available as raw material for creative thinking depend on previous experiences and learning, as well as students’ cultural legacies. 3. Evaluating and developing Students reflect on their creative ideas in order to decide which ones to develop. They consider whether their idea would ultimately support the well-being of self, community, and the land. They do this with a sense of place and taking into consideration unintended consequences for other living things and our planet. If they decide to develop an idea, they work individually and/or collaboratively to refine it and work to realize it. This may require accessing the knowledge of those who have gone before, building the necessary skills, sustaining perseverance, using failure productively over time, and reflecting on process and results. It may also require the generation of additional creative ideas to come up with solutions to problems along the way. Six Profiles PROFILE DESCRIPTION Profile One I get ideas when I play.   I get ideas when I use my senses to explore. My play ideas are fun for me and make me happy. I make my ideas work or I change what I am doing. Profile Two I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.   I can get new ideas to create new things or solve straightforward problems. My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment. I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways. I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them. Profile Three I can get new ideas in areas in which I have an interest and build my skills to make them work.   I generate new ideas as I pursue my interests. I deliberately learn a lot about something by doing research, talking to others, or practicing, so that I can generate new ideas about it; the ideas often seem to just pop into my head. I build the skills I need to make my ideas work, and I usually succeed, even if it takes a few tries. Profile Four I can get new ideas or reinterpret others’ ideas in novel ways.   I get ideas that are new to my peers. My creative ideas are often a form of self-expression for me. I have deliberate strategies for quieting my conscious mind (e.g., walking away for a while, doing something relaxing, being deliberately playful), so that I can be more creative. I use my experiences with various steps and attempts to direct my future work. Profile Five I can think “outside the box” to get innovative ideas and persevere to develop them.   I can get new ideas that are innovative, may not have been seen before, and have an impact on my peers or in my community. I have interests and passions that I pursue over time. I look for new perspectives, new problems, or new approaches. I am willing to take significant risks in my thinking in order to generate lots of ideas. I am willing to accept ambiguity, setbacks, and failure, and I use them to advance the development of my ideas. Profile Six I can develop a body of creative work over time in an area of interest or passion.   I can get ideas that are groundbreaking or disruptive and can develop them to form a body of work over time that has an impact in my community or beyond. I challenge assumptions as a matter of course and have deliberate strategies (e.g., free writing or sketching, meditation, thinking in metaphors and analogies) for getting new ideas intuitively. I have a strong commitment to a personal aesthetic and values, and the inner motivation to persevere over years if necessary to develop my ideas. Critical and Reflective Thinking 1. Analyzing and critiquing Students learn to analyze and make judgments about a work, a position, a process, a performance, or another product or act. They reflect to consider purpose and perspectives, pinpoint evidence, use explicit or implicit criteria, make defensible judgments or assessments, and draw conclusions. Students have opportunities for analysis and critique through engagement in formal tasks, informal tasks, and ongoing activities. 2. Questioning and investigating Students learn to engage in inquiry when they identify and investigate questions, challenges, key issues, or problematic situations in their studies, lives, and communities and in the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and reflect to draw reasoned conclusions. Critical thinking activities may focus on one part of the process, such as questioning, and reach a simple conclusion, while others may involve more complex inquiry requiring extensive thought and reflection. 3. Designing and developing Students think critically to develop ideas. Their ideas may lead to the designing of products or methods or the development of performances and representations in response to problems, events, issues, and needs. They work with clear purpose and consider the potential uses or audiences of their work. They explore possibilities, develop and reflect on processes, monitor progress, and adjust procedures in light of criteria and feedback. 4. Reflecting and assessing Students apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences, using this process to identify ways to improve or adapt their approach to learning. They reflect on and assess their experiences, thinking, learning processes, work, and progress in relation to their purposes. Students give, receive, and act on feedback and set goals individually and collaboratively. They determine the extent to which they have met their goals and can set new ones. Six Profiles PROFILE DESCRIPTION Profile One I can explore.   I can explore materials and actions. I can show whether I like something or not. Profile Two I can use evidence to make simple judgments.   I can ask questions, make predictions, and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show others something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell others about something I learned. Profile Three I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.   I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing. I can establish goals individually and with others. I can connect my learning with my experiences, efforts, and goals. I give and receive constructive feedback.  Profile Four I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.   I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.  Profile Five I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.   I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward. Profile Six I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.   I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses with action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I can offer detailed analysis, using specific terminology, of my progress, work, and goals.  To view the Connections and Illustrations for the Core Competencies please visit the BC's New Curriculum website.   Curriculum Budget Encom Budget - Overages When a student enrolls with HCOS, they get a specified amount of funding, as shown in the family's Budget Summary on their additional resource page. This amount will depend on the tuition option they have chosen. With that funding, families are able to purchase curriculum resources and lessons , but they must stay within their allotted budget. If a family spends more than their budget, an overage will occur. All overages are the financial responsibility of the parents and must be repaid to HCOS. Teachers & parents work together to prevent overages by keeping track of the family's purchases and working within the budget. The HCOS Finance office also has several processes to help families manage their budgets. HCOS has two ways families can make purchases: Purchasing Department - for purchases you would like to make from a vendor who requires payment at point of sale (for example amazon). Purchase Order system - families make orders directly from approved vendors or Lesson Providers using their PO#. Purchasing Department: The additional resource  page in Encom is checked to make sure families have funds available before purchases are approved.  If funds are available the purchase will be made and the amount entered into ENCOM once the receipt is received and payment is processed, usually within 3-5 days. If funds are not available, an email is sent to parents and teachers explaining the lack of funding, and the order form is deleted. Purchase Order system: Once invoices from a vendor are received by our office, they are posted onto the families additional resource  page in Encom, usually within 7 days. The HCOS Finance Department will only pay an invoice providing the family has available funding. If an invoice cannot be paid in full, an email is sent to the parent and vendor explaining the remaining amount is the financial responsibility of the parent, as stated in the Vendor Agreement. If families are over budget and do not wish to pay out of pocket they can contact the vendor and ask about deleting items from their order, returning items (if they have received them already) or cancel the order entirely (Some vendors may charge a restocking fee, such fee would be the financial responsibility of the parent). It is important to note that the HCOS Finance Department is not aware of any purchases families make, using the PO system, until invoices are received by our office. Vendors have their own timeline on when they send invoices to HCOS, sometimes it can take a few months before our department receives invoices from particular vendors. It is important families keep track of their purchases and look for the posting to be entered in ENCOM. If parents, teachers and HCOS Finance are all working together to prevent overages, how do they still occur? Computer Leases - Computer Lease amounts are over the course of three school years. These entries are put in each year after a family re-enrolls, typically in September or October. If a family has entered into a computer lease agreement, please make sure they are accounting for this charge when they are making purchases. Families will have access to their funding in April, which means there may be 5 or 6 months where the computer lease is not deducted from their funding in ENCOM, giving them a false funding amount. Online Courses - When a family adds a K-9 online course to their course load, a $75 fee (per course) is automatically taken from their funding. CC+ courses are also automatically taken from their funding. Before adding a course, please be sure you have the funding to cover the course(s).  There can be a significant delay when using the PO system. HCOS Finance only knows about the purchase when the vendor sends us the invoice. Some vendors invoice quarterly, meaning more than a month can go by before we received the invoice. When making an order via the purchasing department, please know that the entry will be made in ENCOM within 5 business days from the time we receive the receipt. However, during the months of March, April, August, September, and October (when the purchasing department gets hundreds of orders each day) there can be a much longer delay, even up to two or three weeks.  Given the above, what are some ways families can prevent overages? Keep a record of purchases (include date of purchase, vendor, and amount). Check the additional resource  page in your Encom account on a regular basis. Compare your records with the entries in Encom to see if all your purchases are posted or if any are expenses yet to be entered. Remember exchange rates apply if ordering from outside of Canada. Take advantage of the Learning Commons instead of purchasing new items. If a student has a computer lease, remember the amount will be deducted from funding. If online courses are added, make sure you take a look at your additional resource  page in Encom and ensure you have either funding to cover the cost or are okay to pay for the course out of pocket. Encom Budget - Additional Resource Page The 'Additional Resource' page in Encom provides a variety of information that will help you track your budget during the school year. Please log in and review this page regularly, to ensure you are aware of your budget and can work within it to avoid going into an overage.  Additional Resource Log into Encom Click on the "Additional Resource" button located on the menu bar. This page gives you information on funding and expenses as a family as well as per student.  Student Summary This box will include the following information per student and is located to the left of each students name. Budgeted Amount: the amount of funding the student received Courses: the amount of funding used that went towards courses Course Resources: Resources that were ordered by the parent when adding an online course Additional Expenses: the amount of funding used that went towards resources (typically these are purchases parents have made by vendors either using the purchasing department or Purchase Order system) Amount: this is the amount of funding remaining or owing     Beside the summary box you will see the "Additional Resource" box. This box will include a list of expenses or items purchased using this students purchase order number. Vendor: name of the vendor  Invoice number Description of item(s) purchases Curriculum purchases Non-Consumable: Need to be returned or bought out when a student leaves, as per the curriculum agreement Consumable: Do not need to be returned or bought out when a student leaves Lessons Will have the Start/End date, type of lesson, Vendor's CRC Expiry date Posted: Date the expense was posted by HCOS Finance staff Purchased: Date on the invoice Amount: Amount HCOS Paid  Group Summary This box will include the following information per family and is located at the top left hand side of the additional resource page   Budgeted Amount: the combined amount of funding the family received Courses: the combined amount of funding the family used that went towards courses Course Resources: Resources that were ordered by the parent when adding an online course Additional Expenses: the combined amount of funding used that went towards resources (typically these are purchases parents have made by vendors either using the purchasing department or Purchase Order system) Amount: this is the combined family amount of funding remaining or owing     How does funding work for students in Grade 10, 11 & 12?   Information on Grad funding can be found here: Grad Program Funding Purchasing Forms HCOS forms used by families to purchase curriculum and/or lessons using their Encom funding.  This is for Encom funding ONLY , please contact the Special Education department if you are needing to make a purchase using Special Education funding or set up a lesson provider.  1. Curriculum Order Form - use this form to purchase items from a vendor who is not an HCOS approved vendor.  Go to the  Vendors page on the HCOS website to see if the vendor is on the approved vendor list. If the vendor is listed and does accept POs, follow the instructions given to make the purchase. If the vendor is not on the list, you will need to use the Curriculum Order Form. Links for this processes: Information on how to make the order: Where to find the Curriculum and Recreational Program Order Forms and how to fill them out?   Link to the form: Curriculum Order Form   2. Recreational Program Form If the lesson or a ctivity provider will not send HCOS an invoice and requires payment via credit card or if the lesson is through a City, District or Municipality recreation center you will need to use the Recreational Program Order Form Links for this processes: Information on how to make the order: Where to find the Curriculum and Recreational Program Order Forms and how to fill them out?   Information on Lessons: Where to start when making a lesson or activity purchase?   Link to the form: Recreational Program Order Form Please read the above links as with lesson and activity purchases, there are a few more steps that need to occur prior to arranging lessons. 3. HCOS Lesson Invoice Submission Form If the lesson or activity provider will accept HCOS POs and will invoice HCOS, they will need to use this form to submit their invoices. They should already have access to this form as before offering lessons to HCOS students they will need to go through the Criminal Record Check process as well as sign the Lesson Provider Agreement .  Information on Lessons: Where to start when making a lesson or activity purchase?   Link to the form: HCOS - Lesson Invoice Submission Form   Please read the above links as with lesson and activity purchases, there are a few more steps that need to occur prior to arranging lessons. 4. Computer/iPad Lease Form If you are interested in purchasing a computer or iPad and using your curriculum funding over the course of three years, please fill out this form: Computer/iPad Lease Form   Resource Vendor Directory Please see the Resource Vendor Directory page for a list of vendors: Resource Vendor Directory   What can I spend my funding on? Resources and Programs provided by HCOS (Internal) HCOS Learning Camps   HCOS Community Connections HCOS Learning Group Co-ops HCOS Computer/iPad lease HCOS K-9 Online Courses HCOS Grad Courses HCOS Travel & Outreach Programs Resources and Programs by 3rd Party providers (External to HCOS)  Classes, activities & lessons that are not part of HCOS Lesson provider must Criminal Record Check on file prior to the first lesson Educational subscriptions Activity books, workbooks, flash cards, educational games, lego, building blocks, etc... Kits  Curriculum bundles PDF's & digital items Educational Memberships, such as Science World, Aquarium, Art Museums, etc...  Recreational memberships, such as passes to a recreational center Art Supplies Printer ink and printer paper Textbooks DVDs Physical books and novels  Head phones (max $100.00) Allowable Equipment: Eligible “equipment” over $100 needs to have an  Equipment Agreement signed by the parent (if under $100 it does NOT need an agreement).  Examples of Eligible Equipment: Printer  (max amt. $300 before taxes and warranty), Laminator, Binding machine (max amt. $100 after taxes), Tablet (max amt. $125.00 before taxes; no warranty) or Kindle Example of Non-Eligible Equipment: We are not able to purchase 3D printers or any printer over $300 (before taxes and warranty) and Binding Machines exceeding $100.00 (after taxes). Example of Eligible Equipment that does not need an Equipment Agreement signed: Printer under $100.00 Must be approved by HCOS Teacher AND be included in student SLP – IMPORTANT Teacher must check and see if the family has sufficient funds in their budget Teacher must check and see if the family has all needed curriculum (The purchase should NOT put curriculum needs in jeopardy) The item must be a reasonable cost. If unsure, please ask Ted Gerk The item must be directly linked to a course they are enrolled in…as per student SLP Curriculum on Loan Agreement:  Agreement between HCOS and parent/guardian - Signed by all parents/guardians during enrollment Parents agree that all curriculum purchased and paid for by HCOS is on loan and the property of HCOS, along with the following conditions: All curriculum will be loaned, returned or paid for on a per-student basis. If my student ceases to be enrolled with HCOS at any time, including switching to Home School Registered, I will either: pay the school the cost of the curriculum at fair market value as determined by the school OR Return the curriculum If the family ceases to be enrolled at HCOS any time during the school year, the curriculum budget allotted to  student(s) will be prorated based on the number of months the student has been enrolled   What types of purchases are considered family expenses? Parent Expense: HCOS is not able to pay for the following items as per Ministry Funding Guidelines and HCOS policy Musical Instruments Ministry considers this a family expense; HCOS can pay for lessons, but not instruments General school supplies  Ministry considers this a family expense. Examples: notebooks, lined paper, pencils, pens, erasers, rulers, calculators, pencil sharpeners (including electric pencil sharpeners), daily planners, blackboards & whiteboards, etc... Computer Accessories   Ministry considers this a family expense. Examples: adapters, USB, external storage, DVD drives, speakers, microphones, keyboards, mouse, etc... Equipment & Costumes needed for activities and lessons  Ministry considers this a family expense; HCOS can pay for lessons, but not equipment or costumes. Examples: household appliances, workshop tools/equipment, sports equipment, greenhouse equipment, incubators, etc... Cameras, microscopes & telescopes Available on loan from  HCOS Learning Commons Rentals & Deposits Ministry considers this a family expense Furniture Ministry considers this a family expense. Examples: desks, chairs, carpets, lamps,. shelves, blackboards & whiteboards, etc... Duty HCOS considers this a family expense Tuition Ministry considers this a family expense; Funding cannot be used to pay tuition Summer Activities HCOS does not pay for summer programing, day camps, trips, lessons or activities.  If unclear about an item, please contact your teacher or the office for clarity before  making the purchase.  ALL   purchases must be made with approval from the teacher Where to find the Curriculum and Recreational Program Order Forms and how to fill them out? The first step is to go to the Vendors page on the HCOS website to see if the vendor is on the Vendors Accepting HCOS PO Numbers list. Vendors on this list  do   not  require a curriculum order form as you can contact them directly to make your curriculum purchase.  If the vendor is not on that list, the next step is to sign into Encom where an option on the tool bar called Curriculum Resources is available. Click this link to fill out an order form for Curriculum purchases whose vendor will  not  accept an HCOS PO number. Click on the     to start a curriculum order on the order form. Each form submission allows a family to order up to 10 items from a single vendor. The template will not allow more, but there is a note section on the order form to indicate if the order will be continued on another form. If purchases will be made from a variety of vendors,  each vendor will require a different order form.  When the “I’m Done!” box is clicked, a prompt will appear asking for the Support Teacher’s email address. ( For those who may not have a teacher as yet, please use the email address of the Regional Administrator who accepted your application to HCOS. ) Please do not try to enter a password .. that is for teacher use only.   A link to the order form will then go to the Support Teacher indicated who will verify the order before purchases can be made. Verification includes making sure that that item/lesson is in the Student Learning Plan (SLP), that there is sufficient funding for the purchase and that there is an equipment agreement or CRC, if necessary. Once the Support Teacher has verified the order form, an email similar to the one below will be generated and sent to the family, which indicates the order has been approved and gone through to the purchasing department: OR .. an email like the one following which indicates that the Support Teacher cannot approve the items requested. If the following email is received, the family should get in touch with the Support Teacher to discover the reason. Upon receipt of the verified order form, the purchasing department will either make the purchase within 3 – 5 days of receiving it or will be in touch with the family to work out any complications with the order. As per HCOS policy, lessons will not be available for purchase until October. Close to the time that funding is released for lesson purchases, a link to the lessons order form will be made available alongside the Curriculum order form in Encom.  For further information about purchasing, please contact the purchasing office. Purchasing Office Phone: (250) 862-1627 Toll Free 1 (866) 862-1628 Email Albana Nicka, Lead Purchaser: albana.nicka@onlineschool.ca   Video Instructions Video-  a short video showing how to use the curriculum special order form. Lesson Purchasing Procedures As per HCOS policy, lessons and activities will not be available for purchase until October. Close to the time that funding is released for lesson and activity purchases, a link to the Recreational Program order form will be made available alongside the Curriculum order form in Encom. New * Lessons through a City, District or Municipality recreation center MUST be purchased using the online recreational program order form. Most of the other lesson/service providers WILL “invoice” (3rd party bill) HCOS for payment by cheque. Some guidelines that may be helpful: Many sports clubs (hockey, soccer, gymnastics, dance, etc.) are also willing to 3rd party bill as long as they are informed that there is a 3rd party (HCOS) potentially paying even a portion of the fees. Finally…regardless of whether paid by cheque or credit card the government requires that HCOS have criminal record check (CRC) confirmation/clearance before paying for any 3rd party lessons. Therefore, it is recommended that parents call the HCOS Head Office to make a quick check in our extensive database to make sure the lesson provider is “approved” or whether that process still needs to be completed. All lesson providers must supply copies of their Criminal Record Check (CRC) policy before payment can be made. CRC policies need to be in compliance with Ministry guidelines. The recreational program order form will only be for those vendors who will not third party invoice HCOS and require credit card payment  (exception: City and Municipality Recreational Centers which must use the recreational program order form). For further information, contact the purchasing office: Email Albana Nicka, Lead Purchaser: albana.nicka@onlineschool.ca     Where to start when making a curriculum purchase? There are two ways to make a curriculum purchase with HCOS Option 1. Purchase Order Number: Purchase curriculum directly from an approved vendor using your student Purchase Order number A list of approved vendors, who accept HCOS Purchase Orders (POs) along with instructions on how to make each order, can be found on our website under Resources Vendors Option 2. Purchasing Department: Purchase curriculum from vendors, who do not accept our Purchase Order numbers, using the Purchasing Department (example: Amazon) and the Curriculum Order Form . Instructions on how to make a purchase using the curriculum order form can be found on our web site on the New Curriculum Purchasing Procedure page as well as in SOPHIE under the title Purchasing Process for Families Parents who order from US vendors to Canada are personally responsible for any customs or brokerages fees. Parents  CANNOT  ship to a US address, even with cheaper postage, as HCOS, as the legal owner of the curriculum, would be liable for brokerage and customs fees. Please note the following curriculum vendors who have specific and unique instructions listed below Please note: As per the Ministry of Education, HCOS cannot reimburse families for any reason. Please do not make purchases using your personal funds with the intent of HCOS reimbursing you.  Name of Vendor Unique Instructions Teachers Pay Teachers List the items you want on the curriculum order form . The purchasing department will then purchase a gift card to cover those items and send you the gift card. Once you have used the gift card, the receipt from the purchase needs to be forwarded to albana.nicka@onlineschool.ca .  Abeka Curriculum * Please Note: Due to difficulties connecting with customer service and the inability to ship directly to a families (when we use our HCOS account), HCOS can no longer purchase Abeka Curriculum directly from Abeka.    If a family requires Abeka curriculum, they can fill out a curriculum order form and purchase the items from Christianbook.com .   The purchasing department will place the order and make payment for that. Abeka Academy * Please Note:   The purchase must be set up in the parent’s Abeka account with parents choosing the 10 month payment plan.  Once the order is placed, the parent will need to email their Abeka account login information along with their Abeka sales order number to the purchasing department.  The purchasing department will then go into the parent account and pay the amount available for the year.  The parent will  then pay the remaining portion of the payment.   A specific amount is set up each year as the max that will go toward Abeka Academy depending upon the exchange rate at the beginning of the school year.  Homeschool Buyer's Co-op There are a number of vendors whose curriculum is at a lower price through the HSBC.  Orders for those vendors are placed on the curriculum order form. Here is the link to the various vendors who give discounts:   https://www.homeschoolbuyersco-op.org/heritage_christian_online_school   In order for us to make these purchases, the parent must have a Homeschool Buyer’s Co-op account and include the email they use to set up that account in the note section of the curriculum order form.               Where to start when making a lesson or activity purchase? Please Note: HCOS does not begin accepting and/or paying invoices for lessons and activities until October 1st of the school year. HCOS is not able to pay for any item (curriculum) or lesson that has been previously paid for by the family. HCOS does not reimburse providers, who in turn reimburse families. We can only pay an unpaid invoice.  Step One: Determine if the Lesson or Activity Provider has a Criminal Record Check (CRC) on file with HCOS Making a purchase for a lesson or activity begins by contacting the HCOS office to determine whether or not a lesson provider has a CRC on file with HCOS HCOS Office: Contact Information Local: 250-862-2376               Toll Free: 1-877-862-2375 office@onlineschool.ca If the Lesson or Activity provider does not have a CRC on file with HCOS, the office will help guide the provider in the process of obtaining one.  This CRC will then be held on file for 5 years. To start this process, the office will need the following information: a contact name of the lesson provider a contact email Once you have determined a CRC is place with HCOS, you are ready for the next step All lesson and activity providers , must have a CRC on file with HCOS prior to lessons begin, in order for HCOS to process payment Step Two: Determine how the Lesson or Activity provider needs to be paid  There are two payment options: Payment Option One -  Purchase Order/ Invoice: Most Lesson and Activity providers (music lessons, sports associations, choir, gymnastics, dance, etc...) will invoice HCOS and get paid via cheque. This is the preferred process for the lesson providers as well as HCOS. All lesson and activity invoices must be submitted via the new HCOS Lesson Invoice Submission form. HCOS will no longer be accepting lesson invoices via email. *New Lesson Providers will now send their invoices directly to the HCOS Payable department via the HCOS - Lesson Invoice Submission form Their submission will never be blocked by our servers (thinking it is spam) Their submission will be processed quicker Reduced back and form between the HCOS finance office and Lesson Providers - All information needed to successfully process will be available to the finance office  Will go directly to the person processing Lesson and Activity invoices Important things to know regarding Lesson and Activity purchases and invoicing: HCOS will accept invoices in October for lessons occurring until the end of January (Term One) HCOS will accept invoices at the end of January for lessons occurring Feb - the end of June (Term Two) If a Lesson or Activity Provider does not have an invoice, a template has been provided that they can use on the  HCOS - Lesson Invoice Submission form Lesson and Activity providers are given a Lesson Provider Agreement to sign during the CRC process. This document outlines how to invoice HCOS successfully. Payment Option Two -  Recreational Program Online Form: This form is for all City and Municipality Recreational Center purchases (all City Rec center purchases MUST go through this form; do not ask them to invoice HCOS). City and Municipality Recreational Centers Families will need to set up an online registration account with the recreational center they are wanting to purchase from Families will then need to complete the  Recreational Program Online Form  found in ENCOM If unsure of how to fill out the Recreational Program Order form, please click here for instruction For HCOS to register the student for lessons, families must  include the following information on the Recreational Program form Their username as well as a temporary password to their recreational center online account HCOS will email you once the payment is processed, letting you know you can go in and change the password to your account A link to the specific course they are hoping to register in or the program number the course must be accepting registrations and active for HCOS to make the purchase if the lesson is a Homeschool program, not available online, please enter that information in the note section of the lesson order form The Recreational Program Online form will be available October 1st - April 15th of each school year Curriculum Picks For families who do not know where to start when it comes to selecting print curriculum, we have put together a collection of kindergarten through grade 9 print curriculum resources with just one or two options for each grade and subject. Please also refer to this page on the Learning Commons website, https://hcslearningcommons.org/curriculum-options/. Curriculum Picks Introduction The purpose of the Curriculum Picks is to provide a vetted selection of easy-to-use resources that address the Big Ideas and content/curricular standards of BC’s curriculum.  It is not a list of the best materials available, because (in addition to the other points on this page) what is best for one student may not be best for another. These picks are also available to view in spreadsheet format . Criteria: "Why THAT Resource?" These Picks are print options, not digital. It is a rare thing to find a home education curriculum that aligns to BC standards from a Christian worldview at the proper grade level. This is the ideal but is the exception rather than the rule. In general, stand-alone resources have been selected. This means that Picks can be used regardless of whether or not the resources in the grade or level prior have been completed, and are specific to the subject area. Picks for the most part are not cross-curricular; exceptions to this have been noted. The Picks also do not include many of the digital or borrowed resources that are available. For more information about these, please visit our learning commons website. Curriculum selection is best completed in consultation with the support teacher. The suggestions listed may not be suitable for every student and should be considered as an option among other options.  Many typical and popular home education resources do not find themselves on the list of PIcks for the reasons stated on this page. This does not mean that they are not excellent, it just means that they have not met the criteria and purpose for creating a list of Picks. Priorities for Selecting Resources A print resource Address the big ideas of BC’s curriculum at the appropriate grade level Is user-friendly Is designed for home education  Is written from a Christian worldview  Includes lessons and/or activities so that the parent/student knows what to do with the resource. In cases where this is not possible and an information resource such as a nonfiction book has been recommended, a book of graphic organizers has been suggested to supplement that resource. For more information, or to request a curriculum consult, please contact your support teacher or email our Curriculum Consultant,  cynthia.duncalfe@onlineschool.ca . Kindergarten Curriculum Picks These Kindergarten Picks can be purchased from Anchor Academic (using your PO#) , or from one of our comprehensive vendors listed on this page . Some options may also be available to borrow from the Learning Commons Search Portal , or purchase from our Used Bookstore , and/or via the Sora/OverDrive virtual eBook library. Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Kindergarten Curriculum Picks Here is an overview of the curriculum picks that we suggest for Kindergarten. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Kindergarten Curriculum Picks (further down the page). Phonics/Reading/Printing Skills All About Reading Pre-reading Basic Package OR Level 1 with Interactive Kit; Handwriting Without Tears Letters and Numbers for Me Workbook; Stamp and See Screen The Ordinary Parent's Guide to Teaching Reading; Fun With Letters Magnetic Activity Set; Explode the Code A, B, and C Mathematics Math Lessons for a Living Education K (Charlotte Mason methodology) Singapore Math 2022 Edition KA and KB Student Books and Home Instructor's Guides Jump Math New Canadian Edition Kindergarten Multi-Subject Come Sit By Me Volume One (unit study based on 36 Canadian picture books - addresses standards in ADST, Art, Bible, English, Health, Science, and Social Studies) Science Intro to Engineering Science Kit (Physics Big Idea is not covered in 'Come Sit by Me') Optional Resources (not listed below) Healthy Habits for Healthy Kids K by Teacher-Created Resources (addresses Health standards) A Day with Yayah by Nicola I. Campbell (addresses the "First Peoples Communities" content standard) Detailed Information for Kindergarten Curriculum Picks  Phonics/Reading/Printing Skills Option 1: All About Reading Pre-Reading Basic Package OR Level 1 with Interactive Kit; Handwriting Without Tears Letters and Numbers for Me Workbook; Stamp and See Screen (optional) Option 1a: All About Reading Pre-reading Basic Package OR Level 1 with Interactive Kit Important Note: Level numbers on these books don’t refer to grade levels. Lessons are mastery-based, not grade-level-based. This means that students are placed where they are ability-wise, not according to age or grade level. Please refer to the Pre-reading Readiness Checklist and Level 1 Placement Test below. If you select Level 1 with Interactive Kit, please note that the Interactive Kit can be reused for subsequent levels. Description of Pre-Reading:  The All About Reading Pre-reading program is designed for preschoolers and kindergarteners. Your student will enjoy the special games, crafts, and storytime read-alouds, and you will love the way your student effortlessly learns essential pre-reading skills. Your student will learn five very important pre-reading skills: Print Awareness, Phonological Awareness, Letter Knowledge, Listening Comprehension, and Motivation to Read. Description of Level 1: Students will be actively involved in the learning process. This is a multisensory program; your student will learn through sight, sound, and touch. Everything is taught in context, and your student will apply what he has learned right away. Your student will be engaged in thinking, processing, comparing, and learning. There are five key components of reading—and this program teaches all of them thoroughly: Phonological Awareness Phonics and Decoding Fluency Vocabulary Comprehension Website: Website: All About Reading Pre-Reading Website: All About Reading Level - 1 Pre-reading Readiness Checklist (download) Level 1 Placement Test (download) Review Supplementary Resources: Program Resources Table of Contents : Pre-Reading ; Level 1 Scope and Sequence : Pre-Reading ; Level 1 PDF Samples: Reading Samples Additional Free Resources Option 1b: HWT Letters and Numbers for Me Workbook and Stamp and See Screen Description of Workbook: This workbook is for kindergarten students or those working at that level. Lessons teach capitals, lowercase letters, and numbers. Activities help form good handwriting habits and develop strong writers. Description of Stamp and See Screen (optional) : Build capitals and numbers using "Wood Piece" stamps. Magnetic, chalk-like writing tool helps develop grip. Set includes 4" x 6" magnetic screen, 4 magnetic stamps (Big Line, Little Line, Big Curve, Little Curve), and a magnetic writing tool. Website Letters and Numbers for Me Workbook Stamp and See Screen Other Optional Supplementary Resources Letters and Numbers for Me Teacher's Guide   Roll-A-Dough Letters Slate Chalkboard  Free Letter & Number Formation Charts PDF Samples Letters and Numbers for Me Workbook  Stamp and See Screen Option 2: The Ordinary Parent's Guide to Teaching Reading; Fun With Letters Magnetic Activity Set; Explore the Code A, B, and C Option 2a: The Ordinary Parent's Guide to Teaching Reading Description: A plain-English guide to teaching phonics. Every parent can teach reading; no experts need to apply! 231 lessons; 369 pages. The Ordinary Parent’s Guide to Teaching Reading cuts through the confusion, giving parents a simple, direct, scripted guide to teaching reading and is user-friendly, affordable, and easy to follow — supplying you with everything you need to teach reading in one book. Website Review Table of Contents & Sample Pages Option 2b: Fun With Letters Magnet Activity Set (used with Parent's Guide book above) Description:  Great for hands-on phonics and word-building centers! Includes 144 flexible magnet tiles with an improved font (blue consonants and red vowels), magnetic dry-erase board (9" x 12"), and activity booklet. Letters (113 lowercase, 28 uppercase, and 3 blanks) measure 1". Website   Option 2c: Explode the Code A, B, C with Optional Teacher's Guide Description:  This fun pre-literacy workbook series teaches the 21 consonants, and their sounds as well as letter formation through visual, auditory, and kinesthetic activities. Students also learn print concepts. Students will: practice fine-motor skills and letter formation through tracing and writing consonants. learn through visual activities. use matching exercises to develop visual discrimination and letter recognition. reinforce letter recognition through the use of capital and lowercase letters. Website Scope and Sequence PDF Samples  Supplementary Resources (Optional): Wall Chart ,  Code Cards , and  Picture Letter Cards ; Explode the Code Online Mathematics Math U See is not mentioned here simply because it is not available from our Curriculum Pick provider(s), although it is a strong option, especially in the primary grades. Math-U-See can be ordered directly from the Canadian Distributor, Math Canada . Place an order by Phone: 250-590-6761 or Toll-Free: 1-888-854-6284. Option 1: Math Lessons for a Living Education K Description: Designed to engage students through exciting stories, teach them how to apply mathematical concepts through everyday life situations, and allow them to learn smarter instead of harder. Learn to count to 10 and numbers 0-10 Develop critical thinking skills and build stamina Make connections to their world by noticing basic patterns, shapes, and concepts of time This book was written to be used by you and your young students together. It begins the story of a twin brother and sister as they interact with their family, friends, and town. They make connections in life and find it full of learning opportunities! Students will learn about counting, basic shapes, opposites, positional words, graphing, and more. They will also learn about the weather, nature, and how unique God created them to be.  Features: A Charlotte Mason flavour to math for today's student Convenient daily schedule — saving you lesson prep time Short, engaging 15-30 minute lessons An instructional blend of stories, copywork, oral narration, and hands-on experience to bring concepts to life Video Overview of Series Website Teaching Companion Preview (includes Table of Contents, Scope & Sequence, Daily Schedule, PDF Samples and more) Review   Option 2: Singapore Math 2022 Edition KA and KB Student Books and Home Instructor Guides   Description: epitomizes what educators love about the Singapore math approach, including the CPA progression, number bonds, bar modeling, and a strong focus on mental math. It's a no-fuss, straightforward program that balances supervised learning and independent practice. The recently released Primary Mathematics 2022 Edition uses the same approach as previous Primary Mathematics editions, but features entirely new content and lesson structures. Website Placement Tests Review Scope and Sequence PDF Samples   Additional Support: Singapore Math Live offers instruction, encouragement, and support for parents and students Option 3: Jump Math New Canadian Edition Kindergarten Description:  This program accommodates diverse student needs and abilities with an embedded review, the scaffolding of concepts, careful use of language, and opportunities for continuous assessment and practice. The New Canadian edition of AP Book 1 is printed in two parts, Book K.1 and Book K.2. In order to cover the full curriculum, students will need both parts. In conjunction with the Teacher Resources, Book K is designed to cover the curriculum for Kindergarten mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this reso urce can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems. Website   Teacher Resource and Lesson Plans (free when you register for an educator account online)  Other Supplementary Resources (must register for educator account for access):  Assessment Checklists for Kindergarten Curriculum Correlation for Kindergarten Digital Lesson Slides for Kindergarten Sample Pages Multi-Subject Come Sit by Me Volume One Description:  This resource is a Canadian picture book unit study that uses literature as a launch point for learning activities. You and your student spend one week on each book, reading the book each day, followed by your choice of the dozen or more activities. The suggested activities are listed for all subject areas, from math to music, science to social studies and many in-between. Each book study has one or more connected Bible stories as well as a related memory verse. Suits multi-level teaching.   Note from Curriculum Consultant: This resource addresses standards in ADST, Art, Bible, English, Health, Science, and Social Studies; additional math and phonics instruction required. It is suitable for multi-grade teaching of students in Kindergarten through Grade 2. Come Sit by Me book packs, each including one-quarter of the required literature books, are available to borrow via the HCOS Learning Commons Search Portal.  Here are a few books that align with the content areas of BC's curriculum which you may choose to purchase and have on hand in case you experience a delay in borrowing some of the 36 books used in this unit study: A Team Like No Other (G. Graham) Baseball Bats for Christmas (M. Kusugak) Bone Button Borscht (A. Davis) Franklin Rides a Bike ( P. Bourgeois) Hannah’s Collections (M. Jocelyn) Jessie’s Island (S. McFarlane) My Arctic 1,2,3 (M. Kusugak) Sandwiches for Duke (J. Sadler) Stella, Queen of the Snow (M. Gay) The Auction (J. Andrews) The Moccasin Goalie (W. Brownridge) The Sugaring Off Party (J. London) Website Science Intro to Engineering Science Kit Description:  Intro to Engineering welcomes young children to the field of engineering with 21 experiments and building projects in five sections. Start by learning some engineering basics with experiments on levers, forces, and pulleys. Build simple devices using these basic components. Move on to explore engineering on land by building vehicles with wheels, such as a race car and a wind-up car. Next, investigate engineering with air (and in the air) by building a helicopter, a pinwheel, a parachute, a glider, a balloon rocket, and an air-powered carousel. Then, build a diving bell, a sailboat, and a paddleboat to experiment with engineering in water. Finally, find engineering in your own home with experiments modelling the telephone and television. Includes a 48-page guidebook. Website  PDF Manual Grade One Curriculum Picks These Grade One Picks can be purchased from Anchor Academic (using your PO#)  or from one of our comprehensive vendors listed on this page . Some options may also be available to borrow from the Learning Commons Search Portal  or purchase from our Used Bookstore  and/or via the Sora/OverDrive virtual eBook library. Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview of Grade 1 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 1. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 1 Curriculum Picks (further down this page). Phonics/Reading/Printing Skills All About Reading Level 1 with Interactive Kit (teacher manual, student packet, 3 readers, and reading interactive kit - if not already purchased); Handwriting Without Tears My Printing book The Ordinary Parent's Guide to Teaching Reading; Fun With Letters Magnetic Activity Set; Explode the Code 1 and 2 Note, the Ordinary Parent's Guide to Teaching Reading is also recommended as a Kindergarten Pick. Some students may just be starting to read in grade one, and many parents who may have started this resource in Kindergarten may be quite satisfied to continue using it for grade one. Note from Curriculum Consultant:  Write About Me & Write About My World with Teacher's Guide is noted as an optional resoure below. There are writing activities in Come Sit By Me, but some students may benefit from extra writing prompts and practice. Mathematics Math Lessons for a Living Education 1, OR Singapore Math 2022 Edition 1A and 1B Student Books and Home Instructor Guides, OR Jump Math New Canadian Edition Grade 1 (Parts 1 and 2)  Multi-Subject Come Sit By Me Volume Two (unit study based on 36 Canadian picture books) addresses standards in ADST, Art, Bible, English, Health, Science, and Social Studies.  Science (for standards not well covered In Come Sit By Me)  Science Wiz Light Kit Sunshine Makes The Seasons My Pals are Here Science International 2nd Edition (Marshall Cavendish) Level 1 Textbook, Workbook and Teacher's Guide addresses many of the Grade 1 standards and is an option for families wanting a more structured science curriculum.  My Pals Are Here! 2nd Edition Gr K-6 Science Correlations to BC's Curriculum Standards . Optional Resources (not detailed below) Write About Me & Write About My World with Teacher's Guide by Educator's Publishing Service (English Language Arts) Healthy Habits for Healthy Kids Gr. 1-2 by Teacher Created Resources (Health Education) Me in My Community by Apple Press (Social Studies) A Walk on the Tundra by Rebecca Hainnu (addresses First Peoples content standards) Detailed Information for Grade 1 Curriculum Picks  Phonics/Reading/Printing Skills Option 1: All About Reading Level 1 with Interactive Kit; Handwriting Without Tears My Printing Book (or Canadian Handwriting Book A) Option 1a: All About Reading Level 1 with Interactive Kit Important Note:  Level numbers on these books don’t refer to grade levels. Lessons are mastery-based, not grade-level-based. This means that students are placed where they are at ability-wise, not according to age or grade level. The Interactive Kit only needs to be purchased once and then can be used for all subsequent levels of All About Reading. Description of Level 1:  Students will be actively involved in the learning process. This is a multisensory program; your student will learn through sight, sound, and touch. Everything is taught in context, and your student will apply what he has learned right away. Your student will be engaged in thinking, processing, comparing, and learning. There are five key components of reading—and this program teaches all of them thoroughly: Phonological Awareness Phonics and Decoding Fluency Vocabulary Comprehension Website Level 1 Placement Test (download) Review Supplementary Resources Table of Contents(download ) Scope and Sequence (download)  PDF Samples Option 1b: Handwriting Without Tears My Printing Book Description: offers developmentally appropriate, multisensory strategies for early writing. The program follows research on how children learn best and includes materials that address all styles of learning . Innovative letter order and style are developmentally appropriate and promote easy learning for every letter. This student edition is for first-grade students or those working at that level.  New! Expanded room for writing New! Now offers digital instruction opportunities Lessons emphasize the correct use of lowercase letters in words and sentences Activity pages combine handwriting instruction with other language arts lessons Practice pages teach writing on different styles of lines Website Review Other Optional or Supplementary Resources:  My Printing Book Teacher's Guide PDF Samples  Option 2: The Ordinary Parent's Guide to Teaching Reading; Fun With Letters Magnetic  Activity Set; Explode the Code 1 and 2 (teacher's guide is only required for a few activities and is considered optional) Option 2a: The Ordinary Parent's Guide to Teaching Reading Description:  A plain-English guide to teaching phonics. Every parent can teach reading; no experts need to apply! 231 lessons; 369 pages. The Ordinary Parent’s Guide to Teaching Reading cuts through the confusion, giving parents a simple, direct, scripted guide to teaching reading and is user-friendly, affordable, and easy to follow — supplying you with everything you need to teach reading in one book. Website Review Supplementary Resource (highly recommended) : Fun With Letters Magnet Activity Set Table of Contents and Sample Pages Option 2b: Explode the Code 1 and 2 Note:  These books are not required, but they are a good companion resource to use with Ordinary Parents Guide to Teaching Reading because they enable students the opportunity to practice what they are learning and practice printing letters. Some families may choose to use My Printing Book (Handwriting Without Tears) for more direct printing instructions instead, or in addition to this resource. Description: based on the Orton-Gillingham approach to reading, which supports multisensory, structured, sequential, cumulative, and flexible instruction. Explode The Code® is a research-based, multisensory program geared to improving literacy with direct, systematic, phonics instruction. Build the essential literacy skills needed for reading success: phonological awareness, decoding, vocabulary, comprehension, fluency, and spelling with the Explode The Code series. Website Placement Tests   Review Other Optional or Supplementary Resources: Teacher's Guide ; the program is also available online Table of Contents for Book 1 Scope and Sequence Program Overview Mathematics Math U See is not mentioned here simply because it is not available from our Curriculum Pick provider(s), although it is a strong option, especially in the primary grades. Math-U-See can be ordered directly from the Canadian Distributor,  Math Canada . Place an order by phone at 250-590-6761 or toll-free at 1-888-854-6284. Option 1: Math Lessons for a Living Education 1 Description:  teaches math through engaging, real-life stories and practical application because math is all around us! This story-based approach invites students to participate in the story, make mathematical connections, explore the world around them with Charlie & Charlotte, and realize the value of math in their own lives. It is an instructional blend of stories, copywork, oral narration, and hands-on experience to bring concepts to life. Math Lessons for a Living Education Level 1  teaches through: Short, story-based lessons Real-life application Hands-on activities Engaging, full-colour worksheets Video Overview of Series Website PlacementTests Review Other Optional or Supplementary Resources: Flash Cards - Addition & Subtraction Practice Makes Perfect: Level 1 Preview (includes Scope & Sequence, Daily Schedule and more Option 2: Singapore Math 2022 Edition 1A and 1B Student Books and Home Instructor Guides Singapore Math 2022 Edition Note:  T his program is advanced compared to our BC curriculum standards,, making placement tests more important than perhaps other programs. The long term goal would be to complete book 6B by the end of Grade 7. Books should be completed at the student's pace, which means the grade level on the cover may not correspond with the student's actual grade level. Description: epitomizes what educators love about the Singapore math approach, including the CPA progression, number bonds, bar modeling, and a strong focus on mental math. It's a no-fuss, straightforward program that balances supervised learning and independent practice. The recently released Primary Mathematics 2022 Edition uses the same approach as previous Primary Mathematics editions, but features entirely new content and lesson structures. Website Placement Tests Review Scope and Sequence PDF Samples   Additional Support: Singapore Math Live offers instruction, encouragement, and support for parents and students Option 3: Jump Math New Canadian Edition Grade1 (Parts 1 and 2)  Jump Math New Canadian Edition Student Assessment & Practice (AP) Book 1 (Parts 1 and 2)  Description: This program accommodates diverse student needs and abilities with embedded review, scaffolding of concepts, careful use of language, and opportunities for continuous assessment and practice. The New Canadian edition of AP Book 1 is printed in two parts, Book 1.1 and Book 1.2. In order to cover the full curriculum, students will need both parts. In conjunction with Teacher Resources, Book 1 is designed to cover the curriculum for Grade 1 mathematics, with units on:   Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this r esource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems. Website On pages where there are multiple grade options, choose the correct grade from the dropdown menu. . Teacher Resource  (free when you register for an educator account online).  Other Supplementary Resources (must register for an educator account for access):  Assessment Checklists and Tests for Grade 1   Curriculum Correlations Digital Lesson Slides for Grade 1 Sample Pages Multisubject Come Sit By Me Volume 2 Note: addresses standards in ADST, Art, Bible, English, Health, Science, and Social Studies; additional math and phonics instruction is required. Come Sit by Me literature packs are available via the HCOS Learning Commons Search Portal.  Description:  A Canadian picture book unit study. You and your student spend one week on each book, reading the book each day, followed by your choice of the dozen or more activities. Units cover themes such as snow, poetry, grandparents, bugs and more. The suggested activities are listed for all subject areas, from math to music, science to social studies and many in between! Each book study has one or more connected Bible stories and a related memory verse. Also suits multi-level teaching.  The following books are recommended to use with this volume (not included) to address BC’s Big Ideas in Science and Social Studies. As this would only provide 9 weeks of study, it is recommended that the other books be borrowed from the library or purchased separately. Here are a few books that align with the content areas of BC's curriculum, which you may choose to purchase and have on hand in case you experience a delay in borrowing some of the 36 books used in this unit study : A Northern Alphabet A Prairie Alphabet A Seaside Alphabet Emma's Eggs Franklin is Lost Have You Seen Birds? Mr Belinksy's Bagels No Dragons for Tea Something to Remember Me By Website Review Other Children's Picture Books Used: the other books used in this book are Big Sarah’s Little Boots (Bourgeois), Franklin and the Tooth Fairy (Bourgeois), Katie’s Hand-Me-Down Day (Wark), Prairie Fire (Reynolds), To the Post Office with Mama (Farrell), Pettranella (Blades), Emma and the Silk Train (Lawson), Just Like New (Manson), Bear on the Train (Lawson), Alfie’s Long Winter (McEvoy), Pedrito’s Day (Garay), Don’t Dig So Deep, Nicholas (Harrison), Weighing the Elephant (Ye), The Name of the Tree (Barker), Sing a Song of Mother Goose (Reid), Hiding (Collins), I Went to the Bay (Miller), Eenie Meenie Manitoba (Heidbreder), Emma’s Eggs (Ruurs), Simon Finds a Feather (Tibo), Where Does a Tiger-Heron Spend the Night (Carney), A Mountain Alphabet (Ruurs), A Prairie Alphabet (Bannatyne-Cugnet), The City ABC Book (Milich), Have You Seen Bugs (Oppenheim), Effie (Alinson), and The Night the Stars Flew (Bogart) Science Science Wiz Light Kit Description: Learn about the fundamentals of light: lenses, reflection, refraction, microscopes, telescopes, cameras, and the speed limit of the universe. Contains a 40-page science book with materials. 25 activities which include: Split light into a cascade of rainbows; make a kaleidoscope; mold lenses; make a microscope and telescope; capture a shadow; construct a pinhole camera; bounce, bend and blend light; play the “I Spy” game with mirrors; solve filter puzzles. Website Sunshine Makes The Seasons Description: Filled with colourful, full-page illustrations and clear, concise text, this long-running series remains a benchmark for early reader nonfiction . This book explains how the sun and the Earth's rotation cause our seasons. Website Grade Two Curriculum Picks These Grade Two Picks can be purchased from Anchor Academic (using your PO#) , or from one of our comprehensive vendors listed on this page . Some options may also be available to borrow from the Learning Commons Search Portal , or purchase from our Used Bookstore , and/or via the Sora/OverDrive virtual eBook library. Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 2 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 2. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 2 Curriculum Picks (further down this page) . English Language Arts Language Lessons for a Living Education 2 with 101 Favorite Stories from the Bible Stone Soup with Literature Kit (or another grade-appropriate book) Printing Power student workbook (OR Canadian Handwriting B) Mathematics Math Lessons for a Living Education 2 Singapore Math 2022 Edition 2A and 2B Student Books and Home Instructor Guides Jump Math New Canadian Edition Grade 2 (Parts 1 and 2) Science The Elementary Teacher's Book of Graphic Organizers (templates for reporting on what has been learned in non-fiction picture books) Biology Watch It Grow: Backyard Life Cycles by Barbara Reid; Live Butterfly Larvae Kit from Homeschool Canada or Canadian Home Education Resources (or chicks, or tadpoles, etc.) Salmon Stream by Carol Reed-Jones Chemistry Matter & Materials (On the Mark Press) Physics ScienceWiz Physics Kit Earth/Space The Water Cycle: A 4D Book by Catherine Ipcizade Social Studies Canada, My Country (Northwoods Press) Global Communities (On the Mark Press) Bible/Christian Studies Finding God's Promises workbook (Positive Action for Christ) Optional Resources (not detailed below) Printing Power by Handwriting Without Tears (English Language Arts) Healthy Habits for Healthy Kids by Teacher Created Resources (Health Education) Water Walker by Joanne Robertson (Science; addresses First People's knowledge of water)  Life in a Fishing Community by Helene Bourdeau (Social Studies; use with Canada, My Country) A Sled Dog for Moshi by Jeanne Bushey (Social Studies; use with Canada, My Country) Canada Map Book 1 by Apple Press (Social Studies) Detailed Information for Grade 2 Curriculum Picks  English Language Arts Language Lessons for a Living Education 2 with 101 Favorite Stories from the Bible Type of Resource: workbook Description: students will move beyond pages of text to make real-world connections as this exciting new series guides your young learner toward mastery of reading, grammar, and vocabulary, as well as the mechanics of communication and writing. Utilizing phonics, observation, and reading comprehension through poems, stories, and real books as the foundation, your student will start forming basic sentences.   This story-based approach focused on young students Claire and Micah, uses Charlotte Mason ideas for the modern homeschool student with character-building themes. Each quarter has five stories, two picture studies (one of which is Bible-based), and two poems (one of which is a Psalm). Using the spelling words and the Dictionary Worksheets student will create their very own dictionary as they move week by week through the material. This curriculum incorporates picture study, memorization, punctuation, spelling, vocabulary, observation, poems, psalms, letters, and practical application through creative writing – all working towards the mastery of reading and grammar, as well as the mechanics of communication and writing. Equivalent to a second-grade level. Developing early reading and narration skills, by the end of the course, students should be able to comfortably write up to three sentences at a time. The additional resource, 101 Favorite Stories from the Bible by Ura Miller is a required supplement to this program.   Website Series Overview Placement Guide Review Other Optional or Supplementary Resources Language Lessons 2 - Dictionary Language Lessons 2 - Resources Language Lessons 2 - Word Shapes Table of Contents and PDF Sample Pages   PDF Sample   Stone Soup Picture Book with Literature Kit (or another grade-appropriate book) Type of Resource: a fiction picture book and workbook Description:  Students use their brainstorming skills as they think of reasons why the villagers would hide their food from the soldiers. Find the vocabulary words from the story that have short i and long i sound. Match words to their synonyms from the novel. Put events from the story in the order that they happened when the soup was being made. Students draw a picture of their favourite soup. Then, make a list of ingredients and directions on how to make this soup. Explore the story with the sense of sight, hearing, taste, smell and touch in a graphic organizer. Written to Bloom's Taxonomy; additional crossword, word search, comprehension quiz and answer key are also included. Other options for picture book literature kits can be found here . Website Free Bonus Worksheets PDF Samples (are available on their website) Printing Power Student Workbook Type of Resource:  workbook Description:  second-grade students, or those working at that level, master printing with advanced paragraphs, poems, and language arts activities. Features practice pages for advanced printing on a single line. Expanded room for writing Digital instruction opportunities Learn & Check helps teachers and students check letter, word, and sentence skills Activity pages combine handwriting instruction with punctuation, paragraph, poem, and language arts activities for practice Website Review Supplementary Resources Printing Power Teacher's Guide Key Power , the second-grade student program in Keyboarding Without Tears PDF Samples Additional Support ( free demos, research, how-to videos, and all of our free online resources available) Mathematics Math U See is not mentioned here simply because it is not available from our Curriculum Pick provider(s), although it is a strong option, especially in the primary grades. Math-U-See can be ordered directly from the Canadian Distributor,  Math Canada . Place an order by Phone: 250-590-6761 or Toll-Free: 1-888-854-6284. Option 1: Math Lessons for a Living Education 2 Type of Resource:  workbook Description: teaches math through a blend of stories, copy work, oral narration and hands-on activities, showing how math is used in "real life"---just like a living math book! Thirty-six weeks of instruction guide students through the content, story, and hands-on activities using inexpensive manipulatives provided/made by the parent. This book is written to be used by teachers and students together. It includes a suggested weekly schedule (30 minutes per lesson, 5 days per week, 36 weeks) with easy-to-manage lessons that include reading, worksheets, and assessments. Pages are perforated and three-hole-punched so that parents can easily tear out, hand-out, and store pages. Students will read the pages in the book and complete the corresponding section provided by the teacher. Assessments are given at regular intervals. Answer keys are available online. This second-grade resource features the continuing story of twins Charlie and Charlotte, who are learning that life is full of learning opportunities! As students read, they'll be drawn into an adventure that teaches them about numbers, shapes, place value, adding, and subtracting, as well as the seasons, geography, and the love of family. The first 30 lessons have a story about the twins, followed by a lesson taught by Mom or Dad that features hands-on learning. Covering one year of 2nd-grade math, by the end of the course students will have reviewed addition and subtraction and basic numbers up to 100, and will have learned about word problems, skip counting, money, time, bar & line graphs, basic measurement, place value, regrouping, and more. Website Placement Test Review Series Overview Video Series Overview Webpage Other Optional or Supplementary Resources Flash Cards - Addition & Subtraction Practice Makes Perfect Level 2 Table of Contents and PDF Samples Option 2: Singapore Math 2022 Edition 2A and 2B Student Books and Home Instructor Guides Note: This program is advanced compared to our BC curriculum standards,, making placement tests more important than perhaps other programs. The long term goal would be to complete book 6B by the end of Grade 7. Books should be completed at the student's pace, which means the grade level on the cover may not correspond with the student's actual grade level. Description: epitomizes what educators love about the Singapore math approach, including the CPA progression, number bonds, bar modeling, and a strong focus on mental math. It's a no-fuss, straightforward program that balances supervised learning and independent practice. The recently released Primary Mathematics 2022 Edition uses the same approach as previous Primary Mathematics editions, but features entirely new content and lesson structures. Website Placement Tests Review Scope and Sequence PDF Samples   Additional Support: Singapore Math Live offers instruction, encouragement, and support for parents and students Option 3: Jump Math New Canadian Edition 2.1 and 2.2 Student Assessment & Practice (AP) Book 2 (Parts 1 and 2)  Type of Resource:  workbooks Description: in conjunction with of JUMP Math's teacher resources, Student Assessment & Practice (AP) Book 2 is designed to cover the curriculum for Grade 2 mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management The New Canadian edition of AP Book 2 is printed in two parts, Book 2.1 and Book 2.2. In order to cover the full curriculum, students will need both parts.    Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this resource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems. Website On pages where there are multiple grade options, choose the correct grade from the dropdown menu. Teacher Resource/Lesson Plans ( free when you register for an educator account ) Other Optional or Supplementary Resources  (register for an educator account for access) Assessment Checklists, Quizzes, and Tests for Grade 2 Curriculum Correlations  Digital Lesson Slides for Grade 2 Sample Pages   Science  The Elementary Teacher's Book of Graphic Organizers, K-5 100 ready-to-use graphic organizers that help elementary students learn Type of Resource: workbook Description: graphic organizers are a powerful metacognitive teaching and learning tool. These graphic organizers can be used before learning, during learning, or after learning activities. This resource provides tools to help students understand relationships between facts, terms, and ideas. Note from Curriculum Consultant: this resource can be utilized where resources do not provide a way to interact with the material presented. Teachers and students can pick and choose organizers that appeal to them and are readily adaptable to the material they are learning. It is a recommended pick for grades 2 - 5 and can be used again year after year. Website Biology Watch It Grow: Backyard Life Cycles by Barbara Reid This unit should be done in May when the butterfly larvae are available.  Use this book with one of the "Graphic Organizers" resources mentioned on this page to assist with learning and reinforcing key concepts. Type of Resource: nonfiction picture book Description: Barbara Reid’s one-of-a kind art brings an engaging exploration of nature to life! Readers young and old will enjoy this introduction to the marvels of the natural world: watching a tadpole hatch from an egg, a caterpillar turn into a butterfly, an acorn become a mighty oak and a glorious sunflower grow from a tiny seed! The book includes graphic illustrations of the four backyard life cycles. Preview Live Butterfly Kit Live Painted Lady Butterflies can be ordered in March for May delivery. Watch as the butterfly larvae grow through their stages to full-grown butterflies. Available from Homeschool Canada or Canadian Home Education Resources Salmon Stream (Carol Reed-Jones) Use this book with one of the "Graphic Organizers" resources mentioned on this page to assist with learning and reinforcing key concepts. Type of Resource: nonfiction picture book  Description: a poetic yet accurate description of the life cycle of salmon. Fast-paced prose and brilliant illustrations follow the salmon from their form as eggs in a stream to the wide ocean, eventually making a hazardous journey home to their stream of origin. At the back is a section on salmon facts and what makes a good habitat for them, teaching the basics of ecology and why clean streams and waters are so important. Website Free Activities Chemistry Matter & Materials by On the Mark Press (Grades 1-3) This unit will make up at least half of the overall workload for Grade 2 Science. The other branches of science addressing the other big ideas and content competencies are purposefully not addressed to the same level of depth. Type of Resource: A workbook designed for classroom instruction so some activities may need to be adapted slightly for a home setting. Description: What is the world made of? Through hands-on activities and experiments, students will enjoy exploring the world around them as they practise science skills like observing and concluding. Games like "Simon Says" bring the realm of atoms and particles to life, as well as demonstrating solids, liquids, and gases. Students will learn to explain the magic of ice sculptures, gas-powered rockets, and invention.  Note from Curriculum Consultant: Some of this resource may be review for families who have already addressed properties of matter in Grade 1. If this is the case, please begin on page 38 with the chapter, "Solids, Liquids, and Gases". Website and Sample pages Physics ScienceWiz Physics Kit Includes a 40-page science book with materials*. Concepts are covered with time-tested experiments and highly visual illustrations. This kit includes a balance scale for measuring mass and a jet car that really zooms. 24 activities that include: Launch bottle rockets Perform tricks with inertia Stay in motion with a floating hover puck Zoom a jet car Build your own spring meter Spin water upside down Assemble and use a balance scale Clock a race and accelerate, accelerate, accelerate Measure mass *Also requires common household items. Website Earth/Space The Water Cycle: A 4D Book by Catherine Ipcizade Use this book with one of the "Graphic Organizers" resources mentioned on this page to assist with learning and reinforcing key concepts. Type of Resource: nonfiction picture book  Description: Lakes evaporate. Clouds form from condensation. Rain falls and fills rivers and lakes. Soak up facts about the water cycle and why we need to keep water clean. Bring augmented reality to your students by downloading the free Capstone 4D app and scanning for access to awesome videos! Google Preview Social Studies Canada, My Country Type of Resource: softcover text/workbook Video Description Description: This easy to use, read-aloud text is a delight for both students and teacher. Lessons require minimal preparation but are packed with content, games and activities. Students will grasp the basics of Canadian geography, both physical and political. Chapters on national symbols, government and Canadian freedoms provide the groundwork for future study. Each lesson includes a reproducible activity worksheet. Topics include: Understanding maps; Canada’s physical regions; Symbols; Government; Freedoms; Outstanding Canadians Lessons are clearly outlined Resource lists with lessons  Reproducible worksheets now available digitally for original purchasers  Index This study requires photos of Canadian landscapes and a physical map.  Website   Other Optional or Supplementary Resources Global Communities (On the Mark Press) Type of Resource: workbook designed for classroom instruction so some activities may need to be adapted slightly for a home setting. Description:  goals of this resource include having students identify a number of global issues and recognizing the role that Canada and Canadian citizens have played in these issues; using the social studies inquiry process to investigate a variety of responses to the global issues identified and promoting an understanding of the impact on identified regions of the world of Canada's actions and inactions. Includes 19 activities, 9 extension activities, teacher guide and assessments. Website and Table of Contents and Sample Pages Bible/Christian Studies Finding God's Promises Student Manual Type of Resource:  workbook Description:  encourage the study of God’s Word with this full-colour workbook filled with approachable exercises that teach biblical truth and apply what is taught. The Student Manual includes: Engaging Design—full-colour activity pages with original artwork, puzzles, and maps Music Curriculum—hymn and chorus lyrics included in the back of the book Life Applications—activities to encourage self-reflection and character development Website Other Optional or Supplementary Resources Scope and Sequence Table of Contents and Sample Pages Grade Three Curriculum Picks These Grade Three Picks can be purchased from Anchor Academic (using your PO#) , or from one of our comprehensive vendors listed on this page . Some options may also be available to borrow from the Learning Commons Search Portal , or purchase from our Used Bookstore , and/or via the Sora/OverDrive virtual eBook library. Vendor websites are pick-and-choose.  Some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 3 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 3. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 3 Curriculum Picks (further down this page) . English Language Arts Rigorous Approach (Option A): Lightning Literature Gr 3 Student Workbook and Teacher's Guide with poetry book and readers OR Lighter Approach (Option B): Language Lessons for a Living Education 3 with 101 Favorite Stories from the Bible AND The Tale of Despereaux novel with Literature Kit by Classroom Complete Press (or alternate) Mathematics   Math Lessons for a Living Education 3 Singapore Math 2022 Edition 3A and 3B Student Books and Home Instructor Guides Jump Math New Canadian Edition 3.1 and 3.2 Science   The Elementary Teacher's Big Book of Graphic Organizers OR 3-D Graphic Organizers Biology Adventures on Planet Earth: Level 3 by MasterBooks Chemistry Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Junior Notebooking Journal - Chapters 1 and 3  Physics Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Junior Notebooking Journal - Chapter 11 Earth/Space How Do Wind and Water Change Earth Natalie Hyde Earth's Landforms and Bodies of Water by Natalie Hyde Social Studies (three options) From Time Immemorial by Pacific Edge Publishing Vanishing Cultures: Down Under Celebrate! Connections Among Cultures Bible/Christian Studies Growing with God Student Manual by Positive Action for Christ Optional Resources (not detailed below)   Canadian Handwriting Book C (English Language Arts) Healthy Habits for Healthy Kids Grades 3-4  by Teacher Created Resources (Health Education) Detailed Information for Grade 3 Curriculum Picks  English Language Arts OPTION A: Lightning Literature Gr 3 Student Workbook and Teacher's Guide with poetry books and readers Type of Resource: Home Education Curriculum Description: Lightning Literature is a language arts curriculum designed to instill a love of literature in students, expand their ability to read intelligently and deeply, and prepare them for more advanced language arts concepts. The key components of this series are literature, grammar and mechanics, and composition. The Teacher Guide provides scripted questions for comprehension with answers, teaching tips, and daily schedules. The Workbook and Guide can be purchased separately, in a set together, or in two different packs, one with and one without Random House Book of Poetry for Children. The author’s goal in writing this series is to “instill a love of great literature in children, expand their ability to read intelligently and deeply, improve their communication abilities, and prepare them for more advanced language arts concepts.” The three key components to this series are literature, grammar and mechanics, and composition. The Student Workbook explains the lesson’s concept for the child and includes Reading Journal Pages, Dictionary Pages, and Sentence Puzzle Pages. Workbook answers are in the Teacher’s Guide. The Workbook and Guide can be purchased separately, in a set together, or in two different packs, one with and one without Random House Book of Poetry for Children. You’ll need something else for teaching spelling, learning to read, and penmanship.   Website Review   Samples : Teacher Intro , Teacher's Sample , Student Workbook Sample Other Optional or Supplementary Resources: Worksheets OPTION B: Language Lessons for a Living Education 3 with 101 Favorite Stories from the Bible AND The Tale of Despereaux novel with Literature Kit by Classroom Complete Press (or alternate)  Type of Resource:  workbook Description:  incorporates picture study, memorization, punctuation, spelling, vocabulary, observation, poems, psalms, letters, and practical application through creative writing – all working towards the mastery of reading and grammar, as well as the mechanics of communication and writing. Enjoy this story-based course featuring Claire and Micah, designed to engage your young learner and strengthen their reading and writing skills. Real-world examples and applications are the focus as they practice reading, apply grammatical skills, and increase their vocabulary. Complete with helpful illustrations and guides, this book will teach your student paragraph structure, compound words, contractions, sentence combining, helping verbs, prepositions, and more! This language arts series adapts Charlotte Mason's ideas for the modern homeschool student, complete with character-building themes. Each quarter has five stories, two picture studies (one of which is Bible-based), and two poems (one of which is a Psalm). Using the spelling words and the Dictionary Worksheets, students will create their very own dictionary as they move week by week through the material. Develops reading and narration skills as well as writing mastery of multi sentence paragraphs. Continuing with what the student has learned in Level 2, Book 3 will add to their reading, communication and observation skills. They will begin to write paragraphs. They will review and refine lessons from Level 2 in addition to learning new skills.  101 Favorite Stories from the Bible  is a required resource for this program.   Website Series Overview Placement Guide Review   Other Optional or Supplementary Resources Language Lessons 3 - Dictionary Language Lessons 3 - Word Shapes Scope & Sequence and PDF Samples PDF Sample The Tale of Despereaux novel with Classroom Complete Press Literature Kit (or another grade-appropriate book) Type of Resource: fiction novel and workbook Description: Learn the value of courage and fortitude with this twist on the classic fairy tale. Our comprehensive resource has response questions and activities that are great for guided reading and independent work. Use clues to match vocabulary words from the novel to a crossword puzzle. Show an understanding of details from the book by answering short questions. Imagine the inner qualities Roscuro has by describing why he decides never to torture another prisoner again. Compare the expression, "not the sharpest knife in the drawer," with the character Mig. Organize a character's actions and thoughts as they happened in the story with a graphic organizer. Written to Bloom's Taxonomy; additional crossword, word search, comprehension quiz and answer key are also included. About the novel:  a story of a special mouse who is on a dangerous quest to rescue the princess. Despereaux falls in love with a princess, even though mice and humans are not supposed to! Caught, Despereaux is sentenced to the dungeon; however, he escapes and goes looking for his beloved princess. Unfortunately, the Princess has already been tricked and has been taken to the dungeon. Despereaux must save his love, and together with the help of his friends, eventually rescues her. As his quest comes to a close, Despereaux realizes that he still cannot marry the Princess, but they become friends. The story ends with the King, the Princess and Despereaux eating a feast and living happily together forever.  Other options for picture book literature kits can be found  here . Website Free Bonus Worksheets PDF Samples (to the left of the cover image) Mathematics Math U See is not mentioned here simply because it is not available from our Curriculum Pick provider(s), although it is a strong option, especially in the primary grades. Math-U-See can be ordered directly from the Canadian Distributor,  Math Canada . Place an order by Phone: 250-590-6761 or Toll-Free: 1-888-854-6284. Option 1: Math Lessons for a Living Education 3 Type of Resource: workbook   Description: brings concepts to life through a Charlotte Mason flavour of engaging stories, copy work, oral narration, hands-on experience, and practical application. This story-based approach ensures math is exciting and enjoyable as students participate in the story, make mathematical connections, explore the world around them with Charlie & Charlotte, and learn how they can put math to work in their own lives Students learn math concepts such as column addition & subtraction, multiplication, division, and Roman numerals through exciting, real-world stories. As your student explores the world around them with Charlie & Charlotte, they discover how math is related to everyday life in exciting—and sometimes unexpected ways! Students are encouraged to explore the big picture and break it down into smaller pieces, discover important connections as they work out solutions, develop a better understanding, and strengthen their critical thinking skills. The course features an instructional blend of stories, copy work, oral narration, and hands-on experience to bring concepts to life. It includes a convenient Daily Schedule, short, engaging 15-30 minute lessons, full-colour worksheets, an answer key, and a manipulatives section. Students will learn: Column Addition & Subtraction Rounding to 10s, 100s, & 1000s Adding & Subtracting Money Multiplication Division Area of Rectangles & Squares Estimation Inequalities Website Placement Tests Series Overview Video Series Overview Webpage Review Scope & Sequence and PDF Sample Pages PDF Sample Pages Option 2: Singapore Math 2022 Edition 3A and 3B Student Books and Home Instructor Guide Note: This program is advanced compared to our BC curriculum standards,, making placement tests more important than perhaps other programs. The long term goal would be to complete book 6B by the end of Grade 7. Books should be completed at the student's pace, which means the grade level on the cover may not correspond with the student's actual grade level. Description: epitomizes what educators love about the Singapore math approach, including the CPA progression, number bonds, bar modeling, and a strong focus on mental math. It's a no-fuss, straightforward program that balances supervised learning and independent practice. The recently released Primary Mathematics 2022 Edition uses the same approach as previous Primary Mathematics editions, but features entirely new content and lesson structures. Website Placement Tests Review Scope and Sequence PDF Samples   Additional Support: Singapore Math Live offers instruction, encouragement, and support for parents and students Option 3: Jump Math New Canadian Edition 3.1 and 3.2 - Student Assessment & Practice (AP) Book 3 (Parts 1 and 2)  Type of Resource: workbooks Description:  in conjunction with the J UMP Math's teacher resources, Student Assessment & Practice (AP) Book 4 is designed to cover the curriculum for Grade 4 mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management The New Canadian edition of AP Book 4 is printed in two parts, Book 4.1 and Book 4.2. In order to cover the full curriculum, students will need both parts.    Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this resource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems. Website On pages where there are multiple grade options, choose the correct grade from the dropdown menu. Teacher Resource/Lesson Plans    (free when you register for an educator account ) Other Optional or Supplementary Resources (register for an educator account for access): Answer Keys for AP Book 3 (may need to create a parent account for access) Quizzes and Tests for Grade 3   Correlations Digital Lesson Slides for Grade 3   Sample Pages     Science The Elementary Teacher's Big Book of Graphic Organizers, K-5 (OR 3-D Graphic Organizers) 100 ready-to-use graphic organizers that help elementary students learn Type of Resource:  workbook Description:  graphic organizers are a powerful metacognitive teaching and learning tool. These graphic organizers can be used before learning, during learning, or after learning activities. This resource provides tools to help students understand relationships between facts, terms, and ideas. Note from Curriculum Consultant: this resource can be utilized where resources do not provide a way to interact with the material presented. Teachers and students can pick and choose organizers that appeal to them and are readily adaptable to the material they are learning. It is a recommended pick for grades 2 - 5 and can be used again year after year. Website Biology Adventures on Planet Earth: Level 3 by MasterBooks Type of Resource: softcover student home education resource book Description: Earth science is the perfect study for budding young scientists. This curriculum is packed with fun activities and adventures to help your student learn about God’s creation of biomes, the food chain, climate, trees, and so much more. Each lesson offers Hidden Treasures to help the student see the biblical connection of the scientific facts and build a deeper relationship with God. Website Sample Pages Chemistry and Physics  Exploring Creation with Chemistry and Physics Textbook by  Jeannie Fulbright and Junior Notebooking Journal  Chapters 1 and 3 address grade three chemistry standards; chapter 11 addresses grade three physics standards. The Junior Notebooking Journal is recommended, but students who have mastered handwriting, can take notes, and enjoy upper elementary-level activities may prefer the Regular Notebooking Journal. This resource is recommended to address chemistry and physics standards for grades 3, 5, and 6. A full correlation of Exploring Creation with Chemistry and Physics to BC's Gr 1 - 6 science standards can be found here . Type of Resource:  home education curriculum   Description:  Exploring Creation with Chemistry and Physics is part of Apologia’s award-winning Young Explorer Series and a curriculum specifically designed for elementary students. From the laws of motion to electricity and magnetism to the very building blocks of creation, this course is a God-honoring study about some of the most impactful scientific principles that are at work all around us. As your student works through this course, their scientific curiosity and confidence will explode as they engage with the vivid graphics, thought-provoking lessons, and hands-on experiments that will bring theory to life.   Curriculum Overview We believe that your child’s education is at their best when their learning begins with curiosity. That’s why this course was designed for elementary students with no prerequisite. We use the practical concepts and things in their world to help them to learn and experience that science isn’t just a class–it’s a means for them to discover their world!    Apologia’s Exploring Creation with Chemistry and Physics course is written in a conversational tone, and takes complex and abstract concepts and makes them approachable for curious young minds. As your student engages with the lessons, projects, and experiments, they will better understand the fascinating world of chemistry and physics, and the Master Designer who created it all.  Throughout this course, they’ll study and explore the basic building blocks of creation, atoms and molecules, simple chemicals, the laws of motion, energy in its many forms, as well as concepts of electricity and magnetism. Your student will get to put their learning to work as they have fun making a bouncy ball, developing a smoke bomb, building a solar oven, constructing a working periscope, fashioning a miniature motor, and creating a lava lamp!  Lesson Plans and Materials There are 14 lessons in this one-year chemistry and physics course.  Detailed lesson plans as well as a suggested daily schedule are included in the student notebooking journal (sold separately). This will set you and your student up for success as they work through the course, while also providing flexibility to meet the needs of your student and your family. Packed with vivid photos and a variety of hands-on activities and experiments that bring chemistry and physics to life, the student textbook and provides engaging hands-on activities to help solidify the concepts learned. The hard-cover textbook and notebooking journals (sold separately) are recommended for your student to make the most of this course.  All of the activities and experiments use easy-to-obtain household items and truly make the lessons come alive! Website Preview and Table of Contents Resource Extras Earth/Space Use of The Elementary Teacher's Big Book of Graphic Organizers or 3-D Graphic Organizers with the resources in the section below is recommended, as the books below provide only a few ways to interact with the content. Earth's Landforms and Bodies of Water by Natalie Hyde Use this book with one of the "Graphic Organizers" resources mentioned on this page to assist with learning and reinforcing key concepts. Type of Resource: nonfiction book Description:  This informative book explains how Earth is covered by landforms and bodies of water, all of which change shape over time. Interesting images feature landforms such as mountains, valleys, and sand dunes, as well as waterways such as oceans, rivers, and ponds. Children will learn how they develop and why they change. Website Teacher's Guide: see lesson 1, pages 4-5; 18 designed for a classroom, but can easily be adapted for a home setting.  How Do Wind and Water Change Earth? by Natalie Hyde Use this book with one of the "Graphic Organizers" resources mentioned on this page to assist with learning and reinforcing key concepts. Type of Resource:  nonfiction book Description:  This fascinating book explains how the shape of Earth is changed by weathering and erosion—the breaking down of rocks and minerals which are then carried from one place to another by water, ice, wind, and gravity. It is this movement that carves out valleys, causes trees to topple over, and creates or destroys good farmland. Examples of changes to landforms help show young readers the effects of weathering and erosion, which can happen quickly or sometimes take centuries! Website Teacher’s Guide: see lesson 3, pages 8-11;19. Designed for a classroom, but can easily be adapted for a home setting. Social Studies From Time Immemorial by Pacific Edge Publishing  Type of Resource: full-colour student book Description:  provides an honest survey of the history of the coastal First Nations from pre-contact to the present. From Time Immemorial  has been recommended by the First Nations Education Steering Committee of BC as an “ authentic First Peoples text that meets provincial standards and reflects First Peoples knowledge and perspectives in a respective way. ” This book provides a broad  overview  of traditional ways common to a large number of diverse groups. It encourages readers to learn more about particular groups who, long ago, walked the shorelines and forest trails of the Pacific Northwest. While meeting the Learning Standards for the new BC Grade 3 Social Studies curriculum, it also addresses First Nations content for grades 4-8 (See Learning Standards Chart ). Special features include: Before You Read: suggests pre-reading activities Looking Ahead: provides an overview of the content of the chapter First Nations Today: raises awareness of the issues facing First Nations in the present Ask the Elders: encourages students to learn about the unique characteristics of local First Nations Stories: First Nation’s stories based on traditional values What Do You Think: invites students to express their opinions about relevant issues Looking Back: summarizes the content of the chapter After You Read: suggest activities that review or extend the content of the chapter 121 Illustrations and Photos: illustrate the culture and lifestyle of the West Coast First Nations. Website Other Optional or Supplementary Resources: Teacher's Guide (Print) & ( PDF ) Scope and Sequence PDF Samples Vanishing Cultures: Down Under Type of Resource: nonfiction book Description: Amprenula, a young Tiwi girl from an island off the Australian coast, gathers food with her mother. Amprenula lives closely with the land, just as her people have done for thousands of years, taking only what they need from the forest and the ocean around them. For the Tiwi and other Aborigines, the land is sacred. It connects them with their ancestors and the beginning of creation. As Amprenula combs through the forests and mangrove swamps, she is proud to travel along the same paths, sharing the same land, as her ancestors from centuries ago. Website Teacher’s Guide Sample Pages (under book cover image) Celebrate! Connections Among Cultures  Type of Resource: Nonfiction book Description: Every culture has its own special traditions and reasons for celebrating. At first glance, these practices seem quite different from each other, but they are actually much more alike than most people may realize. In Celebrate! readers travel to communities near and far and explore the essence of celebrations the world over. With striking photographs and engaging text, photojournalist Jan Reynolds presents a refreshing look at the similarities among cultural traditions around the world. Readers will be captivated as they discover the universal connections people share when they celebrate. Website Teacher’s Guide Sample Pages ( under book cover image) Bible/Christian Studies Growing With God Student Manual Type of Resource:  workbook Description:  Encourage the study of God’s Word with this full-colour workbook filled with approachable exercises that teach biblical truth and apply what is taught. This Student Manual includes  Engaging Design—full-colour activity pages with original artwork, puzzles, and maps Vocabulary Sections—key terms from Scripture Music Curriculum—hymn and chorus lyrics included in the back of the book Life Applications—activities to encourage self-reflection and character development The lives of Abraham, Jacob, Joseph, and Daniel can teach us much about the rewards of living for God. Each of these men faced rejection, but by God’s grace, they all remained faithful. In this study, students will see examples of discipline and character, all while learning about the God that strengthens us. Website Review PDF Sample of Student Manual Other Optional or Supplementary Resources Free Printable Verse Cards Vocabulary List Teacher's Manual: equips teachers to help build a spiritual foundation for their students. With tools like a weekly schedule, target truths, teaching strategies, and read-aloud stories, you’ll have everything you need to help your students grow in their knowledge of God and His Word. Note from curriculum consultant: the teacher’s manual contains (among other things) a story for each lesson which helps create interest. Although it is recommended to use the teacher manual with this resource, students should be able to use the student manual alone with minor adjustments.  PDF Sample of Teacher Manual Grade Four Curriculum Picks These Grade Four Picks can be purchased from Anchor Academic (using your PO#) , or from one of our comprehensive vendors listed on this page . Some options may also be available to borrow from the Learning Commons Search Portal , or purchase from our Used Bookstore , and/or via the Sora/OverDrive virtual eBook library. Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 4 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 4. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 4 Curriculum Picks. English Language Arts Rigorous Approach (Option A): Lightning Literature Gr 4 Student Workbook and Teacher's Guide with poetry book and readers OR Lighter Approach (Option B): Language Lessons for a Living Education 4 with 101 Favorite Stories from the Bible; Sarah, Plain and Tall novel with Literature Kit (or alternate); Growing up in Wild Horse Canyon by Karen Autio with  teacher's guide (or alternate) Mathematics Math Lessons for a Living Education 4, OR Dynamic Classroom Math 4, OR Jump Math New Canadian Edition 4.1 and 4.2 Science   The Elementary Teacher's Big Book of Graphic Organizers Biology My Pals are Here Science International 2nd Edition (Marshall Cavendish) Level 4 Textbook, Workbook and Teacher's Guide Exploring Creation with Human Anatomy and Physiology (Apologia) Lesson 11 What is a Biome? by Bobbie Kalman Chemistry My Pals are Here Science International 2nd Edition (Marshall Cavendish) Level 5 Textbook, Workbook and Teacher's Guide Physics My Pals are Here Science International 2nd Edition (Marshall Cavendish) Level 5 Textbook, Workbook and Teacher's Guide Earth/Space Seasons, Tides and Lunar Phases by Tara Haelle  Social Studies Courage & Conquest by Northwoods Press Bible/Christian Studies Building Life's Castles Student Manual by Positive Action for Christ Optional Resources (not detailed below)   STEM Starters: Zip-Line Racers (ADST) I Am Canada: Blood and Iron (English Language Arts, Social Studies) Hudson's Bay Company Adventures (English Language Arts, Social Studies) Canadian Handwriting D (English Language Arts) Healthy Habits for Healthy Kids Gr. 3-4 (Health Education) ScienceWiz Energy Kit (Science) Discovering New France (Social Studies; use with Courage and Conquest) Canada Map Book 3 (Social Studies) Detailed Information for Grade 4 Curriculum Picks  English Language Arts OPTION A: Lightning Literature Gr 4 Student Workbook and Teacher's Guide with poetry book and readers Type of Resource: Home Education Curriculum Description: Lightning Literature is a language arts curriculum designed to instill a love of literature in students, expand their ability to read intelligently and deeply, and prepare them for more advanced language arts concepts. The key components of this series are literature, grammar and mechanics, and composition. The Teacher’s Guide contains the answers to the comprehension questions and the grammar pages, instructions for daily composition, a discussion guide for each book, and suggestions for additional activities. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. The author’s goal in writing this series is to “instill a love of great literature in children, expand their ability to read intelligently and deeply, improve their communication abilities, and prepare them for more advanced language arts concepts.” The three key components to this series are literature, grammar and mechanics, and composition. This year, students read a variety of great children’s literature, classic and modern. Two books written in verse encourage students to explore poetry in different ways than they may have previously. An inspiring nonfiction story of a boy’s quest in Africa to bring electric power to his home provides lessons on expository, descriptive, persuasive, and narrative writing. The consumable four-color Student Worktext contains comprehension questions, discussion questions, instruction on grammar (including sentence diagramming), workbook pages, and a reading journal. Workbook answers are in the Teacher’s Guide. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. You’ll need something else for teaching spelling, learning to read, and penmanship.   Website Review Samples: Teacher Intro , Teacher's Sample , Student Workbook Sample Other Optional or Supplementary Resources: Worksheets OPTION B: Language Lessons for a Living Education 4 with 101 Favorite Stories from the Bible; Sarah, Plain and Tall novel with Literature Kit (or alternate); Growing up in Wild Horse Canyon by Karen Autio with teacher's guide Type of Resource:  Workbook  Description:  This course utilizes a story-based approach, using Charlotte Mason's ideas for the modern homeschool student with character-building themes. Each quarter has five stories, two picture studies (one of which is biblically-based), and two poems (one of which is a psalm). Using the spelling words and the Dictionary Worksheets, the student will create their very own dictionary as they move week by week through the material. This course incorporates picture study, memorization, grammar and punctuation, spelling and vocabulary, observation, and application through creating their own stories through pictures, sentences, paragraphs, poems, psalms, and letters. This course also develops reading skills and gently develops narration skills.   Students will build on and reinforce essential communication skills as they achieve proficiency in grammar, vocabulary, spelling, and reading comprehension. Independent reading and mastery of effective sentences and paragraphs are at the heart of this course. Students will enjoy poem, hymn, and picture studies and faith-growing stories to inspire detailed and descriptive paragraphs. Activities include memorizing poems, Scripture, and the books of the Bible, creating a dictionary, gentle narration and copy work, and critical thinking games to hone and apply their writing and reading skills creatively. Additional copy work, fun games, and activities are in the back for extra practice of key grammar concepts and spelling, making the course easily adaptable to meet the needs of each student. Writing stamina is built up gradually. By the end of the course, students should be able to comfortably write a four to five-sentence paragraph.  101 Favorite Stories from the Bible  is a required resource for this program.   Website Series Overview Placement Guide Review Other Optional or Supplementary Resources Language Lessons 4 - Dictionary Language Lessons 4 - Word Shapes Table of Contents  (under "Scope & Sequence") PDF Samples   Sarah, Plain and Tall Novel with Literature Ki t Type of Resource: fiction novel and workbook Description: Students begin by imagining the hardships of living as a pioneer on the American prairies. Answer true or false questions about Sarah's letter to Anna and Caleb. Complete sentences from the story with their missing vocabulary words. Do some investigation to learn about mica, something that Sarah says her dune sparkled with. Use events from the story to inspire a tercet poem. Students imagine interviewing Sarah about her experiences. The comprehension quiz works great as a study guide for a final exam. Written to Bloom's Taxonomy; additional crossword, word search, comprehension quiz and answer key are also included. About the Novel: a story filled with wisdom, gentle humour and the practical concerns necessary for a satisfying life. This Newbery Medal-winning story is based on the true adventures of a family living on the vast prairie in the early years of the 20th century. The story begins when Anna and Caleb missing their mother who died, wish for another woman to make their father laugh again. Sarah responds to an ad, stating she will come by train, wearing a yellow bonnet and that she is plain and tall. And into their lives comes Sarah, with her own needful loneliness and searching to help them create a whole family. But life on the endless prairie can be hard and unforgiving, taking all a person's strength and courage just to survive. Website Free Bonus Worksheets P DF Samples   Growing up in Wild Horse Canyon by Karen Autio with Free Teacher's Guide Type of Resource: nonfiction picture book Description: explores Okanagan history by focusing on Wild Horse Canyon in Okanagan Mountain Provincial Park (south of Kelowna, BC) and its vicinity. This narrative nonfiction picture book, with illustrations by Loraine Kemp, includes natural and social history.   A hidden canyon in British Columbia's southern interior, a ponderosa pine tree sprouts. Season pass as the tree grows, witness to generations of human history in the Okanagan Valley, from First Nations quests to fur brigades, horse wrangling, secret wartime commando training, to the firestorm of 2003. Richly illuminated by maps, illustrations and historical images and informed by a timeline and historical notes, this fascinating book weaves First Nations history with European settlement and natural history. By following the thread of one tree growing one sheltered and sacred space, award-winning author Karen Autio gently explores patterns of colonization that will resonate with readers all over North America. Note from Curriculum Consultant: This resource also addresses many standards in Grade 3 Social Studies, especially when the activities in the teacher guide are explored. Website Reviews Teacher's Guide Sample Pages (Amazon) Growing Up In Wild Horse Canyon Sample on Sora Mathematics Singapore Primary Mathematics 2022 Edition is not mentioned here because as the grades progress, it is more difficult to "jump in" to this method of learning. It is still a strong option and can be considered for students looking for an academically rigorous curriculum. A placement test is strongly recommended before selecting a level. Option 1: Math Lessons for a Living Education 4 Type of Resource: workbook Description: teaches math concepts through engaging, real-life stories and practical application. In Level 4, a summer spent in Peru has meant a lot of changes for Charlie, Charlotte, and their growing family! Your student joins them as they see new sights on a family trip, explore the role math plays in their adventures, develop important character traits, apply critical thinking skills, and discover how mathematical concepts interact with the world around them. Math is a living subject that happens all over everyday life! In Math Lessons for a Living Education Level 4, students learn math concepts such as fractions, metric units of measurement, basic geometry, and averaging through exciting, real-world stories and applications. A blend of stories, copy work, oral narration, and hands-on experience brings the concepts to life, invites the student to explore the world around them, and gives this math course a Charlotte Mason flavour. This course includes: convenient Daily Schedule; short, engaging 15-30 minute lessons; full-colour worksheets; answer key; manipulatives section, and features convenient perforated pages. Students will learn: New Fraction Concepts Multiplication with Carrying using 11’s & 12’s Measurement Division with Remainders Decimals Geometry Website Placement Tests Series Overview Video Series Overview Webpage Review Table of Contents (under "Scope & Sequence") PDF Sample Pages Option 2: Dynamic Classroom Math Grade 4 Workbook Description: curriculum aligned for each Province.  Easy for students to get started due to the clear explanations with guided examples and step-by-step solutions. Students gain confidence by working through exercises that are structured for all ability levels.  Unit tests provide students and parents with feedback on topic mastery. Students and parents have access to video lessons that are directly connected to the book and provide that extra level of support to gain confidence and excel in math (video lessons are optional and cost extra). Website   Samples Pricing Video Bundle Supplementary Resources: video lessons , free resources Option 3: Jump Math New Canadian Edition Student 4.1 and 4.2 - Assessment & Practice (AP) Book 4 (Parts 1 and 2)  Type of Resource: workbooks Description:  in conjunction with the New Canadian Edition of JUMP Math's teacher resources, Student Assessment & Practice (AP) Book 4 is designed to cover the curriculum for Grade 4 mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management The New Canadian edition of AP Book 4 is printed in two parts, Book 4.1 and Book 4.2. In order to cover the full curriculum, students will need both parts.    Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this resource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems Website On pages where there are multiple grade options, choose the correct grade from the dropdown menu. Teacher Resource/Lesson Plans ( free when you register online as a Teacher) Other Optional or Supplementary Resources Answer Keys for AP Book 4 ( free when you register online as a Teacher) Quizzes and Tests for Grade 4 ( free when you register online as a Teacher) Curriculum Guides for Grade 4 ( free when you register online as a Teacher) Digital Lesson Slides for Grade 4 ( free when you register online as a Teacher) Table of Contents ( free when you register online as a Teacher) Sample Pages ( free when you register online as a  Parent) Student AP Book 4.1 Student AP Book 4.2 Grade 4 Problem-Solving Lessons Science The Elementary Teacher's Big Book of Graphic Organizers 100 ready-to-use graphic organizers that help elementary students learn Type of Resource:  workbook Description:  graphic organizers are a powerful metacognitive teaching and learning tool. These graphic organizers can be used before learning, during learning, or after learning activities. This resource provides tools to help students understand relationships between facts, terms, and ideas. Note from Curriculum Consultant:  this resource can be utilized where resources do not provide a way to interact with the material presented. Teachers and students can pick and choose organizers that appeal to them and are readily adaptable to the material they are learning. It is a recommended pick for grades 2 - 5 and can be used again year after year. Website Biology, Chemistry, and Physics My Pals are Here Science International 2nd Edition (Marshall Cavendish) Level 4 Textbook, Workbook and Teacher's Guide Type of Resource: classroom curriculum Description: My Pals are Here Science focuses on awareness, collaboration, and critical and inventive thinking using an inquiry-based approach. The program is for Grades 1-6 and is based on the principles of engagement, exploration, explanation, elaboration, and evaluation. Includes many engaging hands-on activities and caters to various learning styles. Although this series was written for a classroom environment, it can be easily adapted for a home learning setting.   Video Overview Samples Textbook 4 Activity Book 4 Teacher's Guide 4 My Pals Are Here! 2nd Edition Gr K-6 Science Correlations to BC's Curriculum Standards Biology Exploring Creation with Human Anatomy and Physiology (Apologia) Lesson 11 addresses the Grade 4 standard of humans sensing and responding to their environment. This resource is also recommended in the Grade 5 and 6 picks (and a full description can be found here) .  What is a Biome? by Bobbie Kalman Use this book with one of the "Graphic Organizers" resources mentioned on this page to assist with learning and reinforcing key concepts. Type of Resource: nonfiction book Description: the earth has over 30 types of biomes, some of which are home to thousands of ecosystems. All of the plants and animals living in these huge natural areas depend on one another for survival. Children will love learning about life in each major biome. Using simple-to-understand text and beautiful images, What is a Biome? clearly defines the concepts of biome and climate and covers: the world’s biomes, including forests, deserts, grasslands, wetlands, oceans, and the chilly arctic tundra how wildlife has adapted to their biome’s particular climate biomes in danger Website Preview Earth/Space Seasons, Tides and Lunar Phases by Tara Haelle  Use this book with one of the "Graphic Organizers" resources mentioned on this page to assist with learning and reinforcing key concepts. Type of Resource:  nonfiction book Description: the Earth rotates on its axis, causing day and night, and revolves around the Sun, causing changes in season and weather occurrences Website Social Studies Courage and Conquest: Discovering Canadian History 7th Edition by Northwoods Press Type of Resource: softcover student home education resource book Description: a chronological study of Canadian History including all major events in the settlement of Canada to Confederation. Each lesson includes references to literature sure to captivate the student's interests. Text, reproducible work pages and timeline picture with each lesson. Includes exciting living text geared for upper elementary. Assignments with each lesson introduce the Six Historical Thinking Concepts for critical thinking. Colour timeline pictures complement each lesson. Historical fiction titles are listed for each topic, both in print and out of print for library users.  While this resource is most suitable for upper elementary, all ages can benefit.  The following additional resources are recommended to deepen the quality of learning not essential to this independent guide. Stowing Away with the Vikings - fiction Gold Rush Fever: A Story of the Klondike, 1898 (fiction; out of print) The Kids Book of Canadian History - highly recommended The Kids Book of Canada's Railway - highly recommended The Kids Book of Canadian Exploration - highly recommended Discovering Canada Series by Robert Livesey and A. G. Smith (7 books in the series) Website Review Digital Content: To collect digital content on a product you have purchased Login (or create a user account) and enter the code inside the front cover on the Redeem Code Field (original purchaser only). Sample of this book can be seen in the photos on this page .  Bible/Christian Studies Building Life's Castles Student Manual by Positive Action for Christ Type of Resource:  workbook Description:  encourage the study of God’s Word with this full-colour workbook filled with approachable exercises that teach biblical truth and apply what is taught. This Student Manual includes Engaging Design—full-colour activity pages with original artwork, puzzles, and maps Vocabulary Sections—key terms from Scripture Music Curriculum—hymn lyrics included in the back of the book Life Applications—activities to encourage self-reflection and character development Fourth Edition improvements include . . . Segmented sessions and a simplified layout that help with planning Greater variety of student exercises to encourage recall, conceptual thinking, and higher reasoning Additional map activities and graphics for visual engagement with the material Dedicated personal application or journaling section at the end of each lesson Website Review PDF Sample of Student Manual Other Optional or Supplementary Resources Free printable verse cards Teacher's Manual: provides tools for teaching and discipling students. With features including a weekly schedule, lesson objectives, discussion questions, and character trait activities, you’ll have everything you need to help your students grow in their knowledge of God and His Word. Note from curriculum consultant:  although it is recommended to use the teacher manual with this resource, students can use the student manual alone with minor adjustments. PDF Sample of Teacher's Manual Grade Five Curriculum Picks These Grade Five Picks can be purchased from Anchor Academic (using your PO#) , or from one of our comprehensive vendors listed on this page . Some options may also be available to borrow from the Learning Commons Search Portal , or purchase from our Used Bookstore , and/or via the Sora/OverDrive virtual eBook library. Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 5 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 5. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 5 Curriculum Picks . English Language Arts Rigorous Approach (Option 1): Lightning Literature Gr 5 Student Workbook and Teacher's Guide with poetry book and readers OR Lighter Approach (Option 2): Language Lessons for a Living Education 5 by Master Books with 101 Favorite Stories from the Bible; From the Mixed-Up Files of Mrs. Basil E Frankweiller by E.L. Konigsburg with Classroom Complete Press Literature Kit (or alternate); Sabotage by Karen Autio with activity guide OR No Time to Say Goodbye: by Sylvia Olsen with activity guide (pg. 29; cross-curricular w/social studies) Mathematics Math Lessons for a Living Education 5 by Master Books Dynamic Classroom Math 5 Jump Math New Canadian Edition 5.1 and 5.2 Science   T he Elementary Teacher's Big Book of Graphic Organizers by Katherine S. McKnight OR 3-D Graphic Organizers by Daniel J. Barnekow Biology Ex ploring Creation with Human Anatomy and Physiology by Jeannie Fulbright and Brooke Ryan, MD, lessons 1 - 8 . (Lessons 9, 10, and 14 address grade six content standards; lesson 11 addresses grade four content standards) Chemistry Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Notebooking Journal - Chapter 5  Physics Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Notebooking Journal - Chapter 14 Earth/Space The Geology Book by John D Morris OR Rocks and Geology ScienceWiz Kit by Penny Norman, Ph.D. Social Studies Internment Camps by Natalie Hyde and My Name Is Seepeetza by Shirley Sterling BC Land and People by George Quinn (Apple Press) Coming to Canada by Robert Livesey Canadian Government by Classroom Complete Press Bible/Christian Studies Who Is God? And Can I Really Know Him? by David Webb and John Hay (Apologia) Optional Resources (not detailed below)   STEM Starters: Balloon Cars by Teacher Created Resources (ADST) Healthy Habits for Healthy Kids Gr. 5-6 by Tracie Heskett  (Health Education) Sockeye Mother by Hetxw’ms Gyetxw Brett D. Huson (Science; to address First Peoples concepts of interconnectedness in the environment) Above & Beyond with Communication by Robin Johnson  (Career Education) Detailed Information for Grade 5 Curriculum Picks  English Language Arts Lightning Literature Gr 5 Student Workbook and Teacher's Guide with poetry book and readers  Type of Resource: Home Education Curriculum Description: Lightning Literature is a language arts curriculum designed to instill a love of literature in students, expand their ability to read intelligently and deeply, and prepare them for more advanced language arts concepts. The key components of this series are literature, grammar and mechanics, and composition. The Teacher’s Guide contains the answers to the comprehension questions for all nine books, as well as four chapters on poetry, and the grammar pages, instructions for daily composition, a discussion guide for each book, and suggestions for additional activities. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. The author’s goal in writing this series is to “instill a love of great literature in children, expand their ability to read intelligently and deeply, improve their communication abilities, and prepare them for more advanced language arts concepts.” The three key components to this series are literature, grammar and mechanics, and composition. This year, students read a variety of great children’s literature, classic and modern. Grade 5 Lighting Literature will continue the Lightning Literature method of teaching intelligent reading, composition, and grammar using great children’s literature. Students will be introduced to new authors, exciting stories, and different cultures and experiences. The consumable four-colour Student Worktext contains comprehension questions, discussion questions, instruction on grammar (including sentence diagramming), and workbook pages. Workbook answers are in the Teacher’s Guide. The workbook will ask questions on the reading, teach (and quiz on) grammar and mechanics, and introduce composition techniques. Each week, students will write something of their own to keep their composition muscles exercised and growing. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. You’ll need something else for teaching spelling, learning to read, and penmanship.   Website Review Samples: Teacher Intro , Teacher's Sample , Student Workbook Sample Other Optional or Supplementary Resources: Worksheets   (Option 2): Language Lessons for a Living Education 5 by Master Books with 101 Favorite Stories from the Bible; From the Mixed-Up Files of Mrs. Basil E Frankweiller by E.L. Konigsburg with Classroom Complete Press Literature Kit (or alternate); Sabotage by Karen Autio OR No Time to Say Goodbye by Sylvia Olsen (cross-curricular w/social studies) Type of Resource:  Workbook   Description:  students will build on and reinforce essential communication skills as they achieve proficiency in grammar, vocabulary, reading comprehension, spelling, and written communication. Independent reading and mastery of effective sentences and paragraphs are at the heart of this course. Students will enjoy poem, hymn, and picture studies as well as faith-growing stories to inspire detailed and descriptive paragraphs while making real-world connections that enhance this fun and engaging story-based approach. Written with a Charlotte Mason influence but designed for modern homeschoolers, activities include book reports, Scripture, creating a dictionary, narration, and critical thinking games to hone and apply their writing and reading skills creatively. This course is a story-based approach, using Charlotte Mason's ideas for the modern homeschool student with character-building themes. Each quarter has five stories, two picture studies (one of which is biblically-based), and two poems (one of which is a proverb). Using the spelling words and the Dictionary Worksheets, the student will create their very own dictionary as they move week by week through the material.  This course incorporates picture study, memorization, grammar and punctuation, spelling and vocabulary, observation, and application through creating their own stories through pictures, sentences, paragraphs, poems, proverbs, and letters. This course also develops reading and narration skills. Writing stamina is built up gradually. By the end of the course, students should be able to comfortably write various types of paragraphs. Scope and sequence, daily course calendar, assessment charts, recommended reading list, spelling practice ideas, and grammar sheets also included.   Website Series Overview   Placement Guide Review Other Optional or Supplementary Resources Language Lessons 5 - Dictionary Language Lessons 5 - Word Shapes Table of Contents  (under "Scope & Sequence") PDF Samples From the Mixed-Up Files of Mrs. Basil E Frankweiler with Literature Kit by Classroom Complete Press (or alternate) Type of Resource: fiction novel and workbook Description:  enhance instruction and allow for much deeper conversations to keep students engaged. Imagine who the character of Mrs. Basil E. Frankweiler will be and what role she will play in the story. Put the Kincaid children's actions in the correct order they occurred as they ran away. Find a simile used to describe how hungry the children are in the book. Invent a character and write a letter similar to what Mrs. Frankweiler does at the beginning of the novel. Draw a map of the children's journey in the style of a plot pyramid. Aligned to your State Standards, additional crossword, word search, comprehension quiz and answer key are also included. About the Novel: From the Mixed-Up Files of Mrs. Basil E. Frankweiler is a Newbery Medal-winning story about two young children who run away from home. Twelve-year-old Claudia and nine-year-old Jamie run away to New York using an old unused adult ticket for the train. The pair find themselves living in the famous Metropolitan Museum of Art by hiding in the bathrooms when the Museum closes. While there, they become interested in Mrs. Basil E. Frankweiler and her recent purchase of the marble statue of an angel on display at the Museum. They use the rest of their money to visit the woman in Connecticut. Their trip leads to them discovering the secret behind the angel statue. Note from Curriculum Consultant : Any novel can be chosen in place of this one. Other options for novels/novel studies can be found here . Sabotage by Karen Autio   Type of Resource: novel, suitable for cross curricular learning in Social Studies (internment camps) and Language Arts Description: It's 1915 and the Great War is raging in Europe. What does that have to do with Port Arthur, Ontario? Heaps, thinks John Maki. Sure, he's a prankster, but he's also a hard-working newsboy with a secret dream to be a reporter. So he keeps his eyes peeled, waiting for the big story. Sabotage is the final book of Karen Autio's trilogy about a Finnish family in early Thunder Bay. This story, told by both Saara and John, takes us into a real-life world of espionage, sabotage, and paranoia - right here in Canada!   Student Activity Guide Website Sample Chapters 1 and 2 Other Supplementary Resources: Clippings from the Port Arthur Daily News , The Note Book , Spies and Sabotage , Internment and Enemy Aliens , Vernon Internment Camp   No Time to Say Goodbye: Children's Stories of Kupe Island Residential School   Type of Resource: Historical Fiction Description: a fictional account of five children sent to aboriginal boarding school, based on the recollections of a number of Tsartlip First Nations people. These unforgettable children are taken by government agents from Tsartlip Day School to live at Kuper Island Residential School. The five are isolated on the small island and life becomes regimented by the strict school routine. They experience the pain of homesickness and confusion while trying to adjust to a world completely different from their own. Their lives are no longer organized by fishing, hunting and family, but by bells, line-ups and chores. In spite of the harsh realities of the residential school, the children find adventure in escape, challenge in competition, and camaraderie with their fellow students. Sometimes sad, sometimes funny, always engrossing, No Time to Say Goodbye is a story that readers of all ages won’t soon forget. Note from Curriculum Consultant: this book addresses standards in Social Studies as well as English Language Arts. No Time to Say Goodbye is made up of a number of different stories. Not all of them are appropriate for Grade 5, and some refer to sensitive material. Parents should exercise their discretion in assigning stories. Website Other Optional or Supplementary Resources: FNESC Indian Residential Schools & Reconciliation Teacher Resource Guide, Gr. 5 , pages 29 - 62 Mathematics Singapore Primary Mathematics 2022 Edition is not mentioned here because as the grades progress, it is more difficult to "jump in" to this method of learning. It is still a strong option and can be considered for students looking for an academically rigorous curriculum. A placement test is strongly recommended before selecting a level. Option 1: Math Lessons for a Living Education 5 Type of Resource: workbook Description: students learn best and retain more when they are engaged in the material and actively applying concepts to everyday life— Math Lessons for a Living Education Level 5 engages your student through exciting stories and teaches them how to apply mathematical concepts through everyday life situations—allowing your student to learn smarter instead of harder! Math Lessons for a Living Education teaches through short, story-based lessons; real-life application; Hands-on activities; and engaging, full-colour worksheets.   This engaging, story-based approach puts math into context for your student as they student build connections between mathematical concepts and their own lives—learning both how to do math, and how to apply it to life outside the textbook. A blend of stories, copy-work, oral narration, and hands-on experience brings the concepts to life, invites the student to explore the world around them, and gives this course a Charlotte Mason flavour. In Math Lessons for a Living Education Level 5 your student will learn: Factoring 2 Digit Divisors Proper & Improper Fractions Common Denominators Multiplying & Dividing Decimals Website Placement Tests Series Overview Video Series Overview Webpage Review Table of Contents (under "Scope & Sequence") PDF Sample Pages Option 2: Dynamic Classroom Math Grade 5 Workbook Description: curriculum aligned for each Province.  Easy for students to get started due to the clear explanations with guided examples and step-by-step solutions. Students gain confidence by working through exercises that are structured for all ability levels.  Unit tests provide students and parents with feedback on topic mastery. Students and parents have access to video lessons that are directly connected to the book and provide that extra level of support to gain confidence and excel in math (video lessons are optional and cost extra). Website   Samples Pricing Video Bundle Supplementary Resources: video lessons , free resources Option 3: Jump Math New Canadian Edition Student Assessment & Practice (AP) Book 5 (Parts 1 and 2)  Type of Resource: workbooks Description: in conjunction with the New Canadian Edition of JUMP Math's teacher resources, Student Assessment & Practice (AP) Book 5 is designed to cover the curriculum for Grade 5 mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management NOTE: The New Canadian edition of AP Book 5 is printed in two parts, Book 5.1 and Book 5.2. In order to cover the full curriculum, students will need both parts.    Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this resource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems.   Website On pages where there are multiple grade options, choose the correct grade from the dropdown menu. Teacher Resource/Lesson Plans ( free when you register online as a Teacher) Other Optional or Supplementary Resources Answer Keys for AP Book 5 ( free when you register online as a Teacher) Quizzes and Tests for Grade 5 ( free when you register online as a Teacher) Curriculum Guides for Grade 5 ( free when you register online as a Teacher) Digital Lesson Slides for Grade 5 ( free when you register online as a Teacher) Table of Contents ( free when you register online as a Teacher) Sample Pages ( free when you register online as a  Parent) Student AP Book 5.1 Student AP Book 5.2 Grade 5 Problem-Solving Lessons Teacher Resource 5.1 Teacher Resource 5.2 Science Biology Exploring Creation with Human Anatomy and Physiology Textbook and Student Notebooking Journal Lessons 1 - 8 Note: This resource may take more than half of students' time for science to complete. Type of Resource: home education student textbook and student notebooking journal (like a workbook) Description: From the brain in your head to the nails on your toes, you and your students will encounter fascinating facts, engaging activities, intriguing experiments, and loads of fun as you learn about the human body and how to keep it working well. Beginning with a brief history of medicine and a peek into cells and DNA, your students will voyage through fourteen lessons covering many subjects, such as the body systems: skeletal, muscular, respiratory, digestive, cardiovascular, nervous and more! They’ll study nutrition and health, how God designed their immune system to protect them, along with embryology and what makes them a unique creation of God. As they work their way through the course, your students will enjoy adding the organs about which they learn to their own personalized human figure to be placed in their course notebook. In addition to all this exploration, your students will enjoy scientific experiments and projects, such as testing the bacteria content around the house, finding their blood type, creating a cell model from Jello and candy, and even building a stethoscope! In keeping with the other books in the Apologia elementary science Young Explorer Series, the Charlotte Mason methodology is employed with engaging narratives, narration prompts and notebooking projects, all of which reinforce their learning using proven techniques that strengthen retention.   Website Review Other Optional or Supplementary Resources Anatomy & Physiology MP3 Audio CD Anatomy & Physiology MP3 Download/Audiobook Anatomy & Physiology Audiobook on Audible™  Anatomy & Physiology Audiobook on iTunes™ Table of Contents and PDF Samples: Student Textbook Notebooking Journal Additional Support: How to Use Notebooking with Elementary Science in Your Homeschool A Step-by-Step Guide to Using Apologia’s Elementary Science Homeschool Curriculum Chemistry and Physics  Exploring Creation with Chemistry and Physics Textbook by  Jeannie Fulbright and Notebooking Journal  Chapter 5 addresses grade five chemistry standards; chapter 14 addresses grade five physics standards. This resource is recommended to address chemistry and physics standards for grades 3, 5, and 6. A full correlation of Exploring Creation with Chemistry and Physics to BC's Gr 1 - 6 science standards can be found here . Type of Resource:  home education curriculum   Description: Exploring Creation with Chemistry and Physics is part of Apologia’s award-winning Young Explorer Series and a curriculum specifically designed for elementary students. From the laws of motion to electricity and magnetism to the very building blocks of creation, this course is a God-honoring study about some of the most impactful scientific principles that are at work all around us. As your student works through this course, their scientific curiosity and confidence will explode as they engage with the vivid graphics, thought-provoking lessons, and hands-on experiments that will bring theory to life.   Curriculum Overview We believe that your child’s education is at their best when their learning begins with curiosity. That’s why this course was designed for elementary students with no prerequisite. We use the practical concepts and things in their world to help them to learn and experience that science isn’t just a class–it’s a means for them to discover their world!  Apologia’s Exploring Creation with Chemistry and Physics course is written in a conversational tone, and takes complex and abstract concepts and makes them approachable for curious young minds. As your student engages with the lessons, projects, and experiments, they will better understand the fascinating world of chemistry and physics, and the Master Designer who created it all.  Throughout this course, they’ll study and explore the basic building blocks of creation, atoms and molecules, simple chemicals, the laws of motion, energy in its many forms, as well as concepts of electricity and magnetism. Your student will get to put their learning to work as they have fun making a bouncy ball, developing a smoke bomb, building a solar oven, constructing a working periscope, fashioning a miniature motor, and creating a lava lamp!  Lesson Plans and Materials There are 14 lessons in this one-year chemistry and physics course.  Detailed lesson plans as well as a suggested daily schedule are included in the student notebooking journal (sold separately). This will set you and your student up for success as they work through the course, while also providing flexibility to meet the needs of your student and your family. Packed with vivid photos and a variety of hands-on activities and experiments that bring chemistry and physics to life, the student textbook and provides engaging hands-on activities to help solidify the concepts learned. The hard-cover textbook and notebooking journals (sold separately) are recommended for your student to make the most of this course.  All of the activities and experiments use easy-to-obtain household items and truly make the lessons come alive! Website Preview and Table of Contents Resource Extras Earth/Space Option 1: ScienceWiz Rocks and Geology Book & Kit Type of Resource : Science Kit with Book Description : This is the WEIGHTIEST ScienceWiz book sold, as it has lots of good-sized rock samples! Eruptive experiments are used to explore the active geology of planet Earth. Relate rocks to the history of the planet and connect the earth’s crust to real rocks through exciting eruptive experiments to foster comprehension. 20 activities which include: Mold and slice open a model of the earth Create a lava fountain to explore density Spew your own volcano Make your own pyroclastic eruptions Discover which rocks will float and which will burn Identify, break & display volcanic rocks Sediment your own sedimentary rocks Acid test rocks Explore metamorphic rocks Form fossils Website Other Optional or Supplementary Resources Option 2: The Geology Book (Wonders of Creation) Note: only the first 4 of 8 chapters need to be completed to address content standards. This is not a very costly book. Type of Resource: Nonfiction  Description: rocks firmly anchored to the ground and rocks floating through space fascinate us. Jewellery, houses and roads are just some of the ways we use what has been made from geologic processes to advance civilization. Whether scrambling over a rocky beach or gazing at spectacular meteor showers, we can’t get enough of geology! The Geology Book will teach you: what really carved the Grand Canyon; how thick the earth’s crust is; why the earth is unique for life; the varied features of the earth’s surface—from plains to peaks; how sedimentary deposition occurs through water, wind and ice; effects of erosion; ways in which sediments become sedimentary rock; fossilization and the age of the dinosaurs; the powerful effects of volcanic activity; continental drift theory; radioisotopes and carbon dating; and geological processes of the past.   Website Other Optional or Supplementary Resources The Geology Book Study Guide Science/Social Studies Option 1: The Elementary Teacher's Big Book of Graphic Organizers, K-5 Type of Resource:  workbook Description:  graphic organizers are a powerful metacognitive teaching and learning tool. These graphic organizers can be used before learning, during learning, or after learning activities. This resource provides tools to help students understand relationships between facts, terms, and ideas. Note from Curriculum Consultant:  this resource can be utilized where resources do not provide a way to interact with the material presented. Teachers and students can pick and choose organizers that appeal to them and are readily adaptable to the material they are learning. It is a recommended pick for grades 2 - 5 and can be used again year after year.  Website Option 2: 3-D Graphic Organizers: 20 Easy-to-Make Learning Tools That Reinforce Key Concepts Type of Resource: Workbook   Description: bring a new dimension to graphic organizers-and increase students' ability to learn and remember important content-area information-with these 20 engaging learning tools. Each organizer comes with a ready-to-go template, easy step-by-step directions, and ideas for using it across the curriculum. The finished three-dimensional products serve as powerful reference tools-and make a great classroom display to show off what students have learned. Great for individual, small-group, and whole-class learning! Note from Curriculum Consultant: this resource can be utilized where resources do not provide a way to interact with the material presented. Teachers and students can pick and choose organizers that appeal to them and are readily adaptable to the material they are learning. It is a recommended pick for grades 3-6 and can be used again year after year.  Website Social Studies  Internment Camps by Natalie Hyde Use of  The Elementary Teacher's Big Book of Graphic Organizers  or  3-D Graphic Organizers  with the resources in the section below is recommended, as the books below provide only a few ways to interact with the content. T ype of Resource:  Nonfiction Book  Description: an important addition to any multicultural collection, this title examines the internment of “enemy aliens” in the United States and Canada during the Second World War. With particular emphasis on “yellow peril” and the plight of Japanese-American and Canadian citizens, the book reveals the events, mindsets, and policies leading up to and following the forced removal of thousands of citizens from their homes into internment camps. Using primary sources including real accounts of survivors, the title encourages readers to examine differing perspectives on the events and think critically about the complex relationship between citizenship and diversity in North America. A final chapter considers the lasting effects of internment—and how harmful stereotypes in today’s global climate run the risk of repeating past mistakes. Note from Curriculum Consultant:  Students may wish to expand their learning by completing an  inquiry project  (see  this page for more ) where they conduct their own research and reflect/report on Canada’s policies and treatment of minority peoples. My Name is Seepeetza by Shirley Sterling Type of Resource: historical fiction novel Description: An honest look at life in an Indian residential school in the 1950s, and how one indomitable young spirit survived it. Seepeetza loves living on Joyaska Ranch with her family. But when she is six years old, she is driven to the town of Kalamak, in the interior of British Columbia. Seepeetza will spend the next several years of her life at an Indian residential school. The nuns call her Martha and cut her hair. Worst of all, she is forbidden to “talk Indian,” even with her sisters and cousins. Based on her own experiences at the Kamloops Indian Residential School, this powerful novel by Nlaka’pamux author Shirley Sterling is a moving account of one of the most blatant expressions of racism in the history of Canada.  The 30th Anniversary edition Includes a new afterword by acclaimed Cree author Tomson Highway of the Barren Lands First Nation in northern Manitoba. Teacher’s Guide by Groundwood Books (automatic download) Novel Study by First Nations Young People: Becoming Healthy Leaders (FNED Victoria SD #61) BC Land and People by Apple Press Type of Resource: Consumable Workbook Description:  This reproducible activity book is about Canada's Pacific province. Topics include a cross-section of British Columbia, the Cordillera, climate, the Fraser River system, preserving a temperate rainforest, and natural resources, Aboriginal place-names, a traditional winter lodge, the gold rush, fruit growing, copper mining, Pacific Rim National Park, the capital, Victoria and emblems of British Columbia. This series of reproducible resource books are filled with factual and up-to-date information. The imaginative and self-directing activities in each book focus on a particular province or territory of Canada and are designed to help students acquire a knowledge of the basic geography and social history of Canada. Numerous map activities are a part of each book and develop map skills such as plotting a route, interpreting symbols and using a scale to calculate distance. Pictures and charts are used to clarify and enhance the content. Activities such as crossword puzzles and quizzes are used for review. The answers to the activities as well as outline maps for the teacher or student use are included at the end of each book. Coming to Canada by Robert Livesy Type of Resource: student textbook Description:  This textbook of 160 pages contains personal stories of 42 young people aged 8 to 25, who left their native countries to come to Canada. It describes their reasons for leaving, why they, (or their parents) chose Canada, the problems that they encountered on the way here, the immediate culture shock when they arrived, their adjustment to their new environment, the problems and advantages that they discovered and their opinions of Canada today. Note from Curriculum Consultant: This resource could cross over into some English language arts standards as it includes hundreds of Topics for Discussion and Creative Challenges that will inform students about their new multicultural citizens and the advantages of living in Canada as seen by new Canadians. Website Canadian Government by Classroom Complete Press  T ype of Resource: Workbook Description: travel back to Confederation to see how Canada became a new nation.  This resource breaks down the responsibilities and parts of the federal government. Recognize that Canada is a democracy and a constitutional monarchy, with the head of state being the King or Queen. Read the Canadian Charter of Rights and Freedoms, before writing your own Constitution for a new country. Create a presentation on one of the departments the federal government is responsible for, such as national defense or the post office. Understand that Canada is made up of provinces and territories and that each has its own government under the federal system. Jump into the political process to elect the next Prime Minister, and see how a majority of minority government affects his or her leadership. Written to Bloom's Taxonomy. Additional writing tasks, crossword, word search, comprehension quiz and answer key are also included. Gr. 5-8; reading level Gr. 3-4.   Video Overview Website PDF Samples (shown as photos on this site) Bible/Christian Studies Who Is God? And Can I Really Know Him? Type of Resource: Student Textbook   Description: introduces the concept of worldview while laying the foundational truths upon which a biblical Christian worldview is built. Our children are bombarded on a daily basis with competing messages. Every song, movie, book, TV show, blog, and game is full of ideas about truth, morality, beauty, identity, faith, and more. Not all of these ideas are true. Some are wrong, some are deceptive, and some are outright destructive. Young children must be equipped to discern among competing ideas and stand firm in the truth. Concepts covered include: God is truth and He reveals His truth to people He is the one true and almighty God; He is the Father, the Son, and the Holy Spirit He created everything We are God’s children and are made to love and to praise Him God meets all of our needs Sin separates us from God Jesus is the only way to God Note from Curriculum Consultant: this resource is most suitable for students in Grades 4-8 but could be used for children as young as 6 and as old as 14 in a multi-grade learning environment. This resource could be used for family devotions and discussions. Website Review Other Optional or Supplementary Resources Who Is God? Junior Notebooking Journal Who Is God? MP3 Download/Audiobook Table of Contents and PDF Samples Grade Six Curriculum Picks These Grade Six Picks can be purchased from Homeschool Canada  (order using the  HCOS Curriculum Order Form ), Anchor Academic (using your PO#) , or from one of our comprehensive vendors listed on this page . Some options may also be available to borrow from the Learning Commons Search Portal , or purchase from our Used Bookstore , and/or via the Sora/OverDrive virtual eBook library. Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 6 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 6. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 6 Curriculum Picks. English Language Arts   Rigorous Approach (Option A): Lightning Literature Gr 6 Student Workbook and Teacher's Guide with poetry book and readers OR Lighter Approach (Option B): Language Lessons for a Living Education 6 by Master Books and The 10-Minute Bible Journey by Dale Mason; Number the Stars by Lois Lowry novel with Literature Kit by Classroom Complete Press; Underground to Canada by Barbara Smucker novel with Literature Kit by Classroom Complete Press, In the Year of the Boar and Jackie Robinson by Bette Bao Lord novel with Progeny Press Study Guide. Note : Alternate novels/novel studies can be selected based on the goals and interests of the student. Mathematics     Math Lessons for a Living Education 6 Student Workbook & Teacher Guide Set by Master Books Jump Math New Canadian Edition 6.1 and 6.2 Science     Biology Exploring Creation with Human Anatomy and Physiology Textbook and Notebooking Journal by Jeannie Fulbright and Brooke Ryan, MD (Apologia) Lessons 9 - 14   Chemistry Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Notebooking Journal - Chapter 5  Physics Exploring Creation with Chemistry and Physics Textbook by Jeannie Fulbright and Notebooking Journal - Chapter 6 Earth/Space Exploring Creation with Astronomy 2nd edition by Jeannie Fulbright (with recommended but optional Notebooking Journal) Social Studies     Economy and Globalization by Classroom Complete Press Shannen and the Dream for a School by Janet Wilson World Electoral Processes by Classroom Complete Press Understanding Propaganda by John Joseph Micklos Understanding Social Media by Pamela Jain Dell Bible/Christian Studies Who Am I? And What Am I Doing Here? by John Hay(Apologia) Optional Resources (not detailed below)   Egg Drop STEM Starters by Teacher Created Resources (ADST) Above and Beyond with Critical Thinking and Problem Solving by Megan Kopp (Career Education) Healthy Habits for Healthy Kids Grades 5+ by Teacher Created Resources (PE/Health Education) Child Soldier by Michel Chikwanine and Jessica Dee Humphreys (Social Studies) Every Human Has Rights by National Geographic and Mary Robinson (Social Studies) Detailed Information for Grade 6 Curriculum Picks  English Language Arts OPTION A: Lightning Literature Gr 6 Student Workbook and Teacher's Guide with poetry book and readers Type of Resource: Home Education Curriculum Description: Lightning Literature is a language arts curriculum designed to instill a love of literature in students, expand their ability to read intelligently and deeply, and prepare them for more advanced language arts concepts. The key components of this series are literature, grammar and mechanics, and composition. The Teacher’s Guide contains the answers to the comprehension questions for all books covered in the Student Workbook, as well as four chapters on poetry and the grammar pages, instructions for daily composition, a discussion guide for each book, and suggestions for additional activities. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. You’ll need something else for teaching spelling and penmanship. The books are listed in the order they are read for the course in the description of the Student Workbook. The author’s goal in writing this series is to instill a love of great literature in children, expand their ability to read intelligently and deeply, improve their communication abilities, and prepare them for more advanced language arts concepts. The three key components of this series are literature, grammar and mechanics, and composition. Students read a variety of great children’s literature, classic and modern. Grade 6 Lighting Literature continues the Lightning Literature method of teaching intelligent reading, composition, and grammar using great children’s literature. Students are introduced to new authors, exciting stories, and different cultures and experiences. The consumable four-colour Student Worktext contains comprehension questions, discussion questions, instruction on grammar (including sentence diagramming), and workbook pages. Workbook answers are in the Teacher’s Guide. The workbook asks questions on the reading, teaches (and quizzes on) grammar and mechanics, and introduces composition techniques. Each week, students write something of their own to keep their composition muscles exercised and growing. The Workbook and Guide can be purchased separately, in a set together, or in a pack with the readers. You’ll need something else for teaching spelling and penmanship.   Website Review Samples: Teacher Intro , Teacher's Sample , Student Workbook Sample OPTION B: Language Lessons for a Living Education 6 by Master Books and The 10-Minute Bible Journey by Dale Mason; Number the Stars by Lois Lowry novel with Literature Kit by Classroom Complete Press; Underground to Canda by Barbara Smucker novel with Literature Kit by Classroom Complete Press, In the Year of the Boar and Jackie Robinson by Bette Bao Lord novel with Progeny Press Study Guide Type of Resource:  workbook and supplementary book Description:  students will focus on the essentials of written communication as they master and apply their skills to grammar, spelling, reading comprehension, and vocabulary expansion. Independent reading and writing proficiency are developed by consistently writing clear, effective sentences within dynamic paragraphs. In practising these skills, students will start to incorporate more creative challenges, such as figures of speech and descriptive writing.   Students will also review and integrate the eight parts of speech, tricky words and verbs, parts of a story, poems, Bible genres, map studies, picture observation, and much more. With a large Teacher Aids section included, students are equipped to meet any writing challenge. Written with a Charlotte Mason influence but designed for modern homeschoolers, the course also includes a Scope and Sequence, daily course calendar, assessment charts, recommended reading list, spelling practice ideas, and grammar sheets.   Website Series Overview Placement Guide Review Other Optional or Supplementary Resources Language Lessons 6 - Dictionary Language Lessons 6 - Word Shapes Table of Contents  (under "Scope & Sequence") PDF Samples   Note from Curriculum Consultant: These novels have been selected as a cross-curricular resource to address Gr. 6 social studies content standards; however, alternate novels can be chosen instead. Number the Stars (or similar) novel with Literature Kit by Classroom Complete Press Type of Resource:  novel with workbook Description:  Experience the fear and danger of World War II as one girl risks her life to save her Jewish friend. High-quality, detailed questions and support materials go beyond the typical drill questions. Find proof from the text that shows Mama is determined and quick-thinking. Put events at the end of World War II in order that they happened in the novel. Find examples of foreshadowing in the story and explain what it may be hinting at. Match vocabulary words to their underlined synonyms in the sentences. Create questions for the game Jeopardy using information from the story. Conduct an interview with one of the characters from the book with questions and the character's response. Additional crosswords, word searches, comprehension quizzes, and answer keys are also included. About the Novel: A story of a ten-year-old girl, her family and their courageous journey to save the lives of their Jewish friends. During the darkest days of World War II, living in Copenhagen, ten-year-old Annemarie Johansen is caught up in these unfolding historical events when she learns that the life of her best friend, Ellen Rosen, is in danger. The Rosens go into hiding, and Annemarie's parents volunteer to take Ellen into their home until the voyage to Sweden, a safe country, can be arranged. Annemarie is thrust into several perilous adventures as she does the utmost to save the lives of the Rosens. Annemarie's courage and ingenuity are severely tested as she is forced to confront German soldiers intent on killing her friend. Website Video Overview Reviews (click the link, then scroll down on the left side) Other Optional or Supplementary Resources (free Number the Stars Bonus Worksheets)  PDF Samples (select sample page images on the left side)   Underground to Canada by Barbara Smucker, novel with Literature Kit by Classroom Complete Press Type of Resource: novel with workbook Description: Understand the importance of freedom and what lengths people will go to achieve it. Our comprehensive resource saves time with useful and detailed activities in a range of styles, from vocabulary, multiple choice and short answer questions. Imagine what the story would be like if it was set today, and better understand the issues that would cause two girls to run away. Become familiar with Julilly and her family with true or false questions. Identify which character said the provided statements. Rewrite the story with a third child taken on the journey. Draw Julilly and Liza's journey on a map. Aligned to your State Standards and written to Bloom's Taxonomy, our worksheets incorporate a variety of scaffolding strategies along with additional crossword, word search, comprehension quiz and answer key. About the Novel: A sensitive and dramatic story about a young girl's escape from slavery. Julilly is taken away from her mammy by a ruthless slave trader and is sold to the Riley Plantation. Sims oversees all the slaves and is very abusive toward them. If the slaves don't produce, obey rules or try to run away, he will whip them as punishment. She longs for the day when she and her friend Liza are free and can live in peace. Julilly meets a young Canadian ornithologist named Alexander Ross, who helps four slaves escape through the Underground Railroad north to Canada. Julilly, her friend Liza, Lester, and Adam travel following the North Star to freedom. Website (including samples, video overview and reviews) Bonus Materials   In the Year of the Boar and Jackie Robinson by Bette Bao Lord novel with Progeny Press Study Guide Type of Resource: novel with workbook Description: Formatted with your Upper Elementary grade student in mind, Progeny Press language arts study guides divide the book into writing assignments and lessons that build and strengthen their reading comprehension, vocabulary, and establishes their critical analysis and writing skills. Each Progeny Press novel study accomplishes all of this without busy work that can drain the fun out of reading and literature! About the Author: Learn about Bette Bao Lord Background Information: Historical calendars, Jackie Robinson Vocabulary: Understand words used throughout the novel, utilizing a variety of activities to stimulate retention and growth. Literary Techniques: Setting, context, point of view, similes, synonyms, drawing conclusions, conflict, resolution. Moral Lessons and Character Values: Respect for elders, ambassadors for Christ, God is the one true God, friendship, our words, helping others, God values us, family, immigrants. Activities and Writing Assignments: Mapwork, world religions, writing letters, Pledge of Allegiance, service project, education, crossword, heritage, art, journal, speech. Approximate Completion Time: 9-10 weeks About the Novel: In the year 1947, Shirley Temple Wong and her mother receive a letter from her father. He asks them to come and join him in New York City, where he has been working and preparing a home for them. New York is a long way from Chungking, China, but Shirley is excited that her family will be together again at last. Shirley has difficulty adjusting to life in a new country, with its new customs and languages. But then summer comes, bringing the miracle of baseball. Suddenly, Shirley is playing stickball and following superstar Jackie Robinson as he leads the Brooklyn Dodgers to victory after victory. Jackie Robinson proves that in America, the grandson of a slave can make a difference and be a hero! And for Shirley as well, the land of America becomes the land of opportunity. Poignant, touching, and often hilariously funny! Website Review   Math Singapore Primary Mathematics 2022 Edition is not mentioned here because as the grades progress, it is more difficult to jump into this learning method. It is still a strong option and can be considered for students looking for an academically rigorous curriculum. A  placement test is strongly recommended before selecting a level. Math Lessons for a Living Education 6 Student Workbook & Teacher Guide Set Description: This engaging, story-based approach puts math into context for your student as they build connections between mathematical concepts and their own lives—learning both how to do the math and how to apply it to life outside the textbook. A blend of stories, copy work, oral narration, and hands-on experience brings the concepts to life, invites the students to explore the world around them, and gives this course a Charlotte Mason flavour. In Math Lessons for a Living Education Level 6, your student will learn:   Averaging Rounding Fractions Factors Decimals Percentages Geometry Maps and so much more! Website Placement Tests Series Overview Video Series Overview Webpage Review Teacher Guide Preview Teaching Companion Table of Contents (under "Scope & Sequence") PDF Sample Pages Jump Math New Canadian Edition 6.1 and 6.2 Student Assessment & Practice (AP) Book 6 (Parts 1 and 2)  Type of Resource:  workbooks Description: in conjunction with the New Canadian Edition of JUMP Math's teacher resources, Student Assessment & Practice (AP) Book 6 is designed to cover the curriculum for Grade 6 mathematics, with units on: Number Sense Patterns and Algebra Geometry Measurement Probability and Data Management NOTE: The New Canadian edition of AP Book 6 is printed in two parts, Book 6.1 and Book 6.2. In order to cover the full curriculum, students will need both parts. The Teacher's Resource is highly recommended and is free when you create an account at https://jumpmath.org/ .   Note from Curriculum Consultant: The multi-modal approaches to solving math problems presented in this resource can be a benefit to some students, but other students may find this approach confusing and would be better served with a program that presents a consistent approach to solving problems. Website On pages where there are multiple grade options, choose the correct grade from the dropdown menu. Teacher Resource/Lesson Plans (free when you register online as a Teacher) Other Optional or Supplementary Resources Answer Keys for AP Book 6 (free when you register online as a Teacher) Quizzes and Tests for Grade 6 (free when you register online as a Teacher) Curriculum Guides for Grade 6 (free when you register online as a Teacher) Digital Lesson Slides for Grade 6 (free when you register online as a Teacher) Table of Contents (free when you register online as a Teacher) Sample Pages (free when you register online as a teacher) Teacher Resource 6.1 Teacher Resource 6.2 Student AP Book 6.1 Student AP Book 6.2 Grade 6 Problem-Solving Lessons Science  Biology Exploring Creation with Human Anatomy and Physiology Textbook and Student Notebooking Journal Lessons 9 - 14 Note from Curriculum Consultant : students in grade 6 should complete l essons 9 - 14, plus pages 80 - 81, which briefly addresses the excretory system. Lessons 1-8 address Grade 5 content standards.    Type of Resource: home education student textbook and student notebooking journal (like a workbook)   Description: From the brain in your head to the nails on your toes, you and your students will encounter fascinating facts, engaging activities, intriguing experiments, and loads of fun as you learn about the human body and how to keep it working well. Beginning with a brief history of medicine and a peek into cells and DNA, your students will voyage through fourteen lessons covering many subjects, such as the body systems: skeletal, muscular, respiratory, digestive, cardiovascular, nervous and more! They’ll study nutrition and health, how God designed their immune system to protect them, along with embryology and what makes them a unique creation of God. As they work their way through the course, your students will enjoy adding the organs about which they learn to their own personalized human figure to be placed in their course notebook. In addition to all this exploration, your students will enjoy scientific experiments and projects, such as testing the bacteria content around the house, finding their blood type, creating a cell model from Jello and candy, and even building a stethoscope! In keeping with the other books in the Apologia elementary science Young Explorer Series, the Charlotte Mason methodology is employed with engaging narratives, narration prompts and notebooking projects, all of which reinforce their learning using proven techniques that strengthen retention.   Website Review   Other Optional or Supplementary Resources Anatomy & Physiology MP3 Audio CD Anatomy & Physiology MP3 Download/Audiobook Anatomy & Physiology Audiobook on Audible  Anatomy & Physiology Audiobook on iTunes Table of Contents and PDF Samples: Student Textbook Notebooking Journal Additional Support: How to Use Notebooking with Elementary Science in Your Homeschool A Step-by-Step Guide to Using Apologia’s Elementary Science Homeschool Curriculum Chemistry and Physics  Exploring Creation with Chemistry and Physics Textbook by  Jeannie Fulbright  and Notebooking Journal  Chapter 5 addresses grade six chemistry standards; chapter 6 addresses grade six physics standards. This resource is recommended to address chemistry and physics standards for grades 3, 5, and 6. A full correlation of Exploring Creation with Chemistry and Physics to BC's Gr 1 - 6 science standards can be found  here . Type of Resource:  home education curriculum   Description:  Exploring Creation with Chemistry and Physics is part of Apologia’s award-winning Young Explorer Series and a curriculum specifically designed for elementary students. From the laws of motion to electricity and magnetism to the very building blocks of creation, this course is a God-honoring study about some of the most impactful scientific principles that are at work all around us. As your student works through this course, their scientific curiosity and confidence will explode as they engage with the vivid graphics, thought-provoking lessons, and hands-on experiments that will bring theory to life.   Curriculum Overview We believe that your child’s education is at their best when their learning begins with curiosity. That’s why this course was designed for elementary students with no prerequisite. We use the practical concepts and things in their world to help them to learn and experience that science isn’t just a class–it’s a means for them to discover their world!  Apologia’s Exploring Creation with Chemistry and Physics course is written in a conversational tone, and takes complex and abstract concepts and makes them approachable for curious young minds. As your student engages with the lessons, projects, and experiments, they will better understand the fascinating world of chemistry and physics, and the Master Designer who created it all.  Throughout this course, they’ll study and explore the basic building blocks of creation, atoms and molecules, simple chemicals, the laws of motion, energy in its many forms, as well as concepts of electricity and magnetism. Your student will get to put their learning to work as they have fun making a bouncy ball, developing a smoke bomb, building a solar oven, constructing a working periscope, fashioning a miniature motor, and creating a lava lamp!  Lesson Plans and Materials There are 14 lessons in this one-year chemistry and physics course.  Detailed lesson plans as well as a suggested daily schedule are included in the student notebooking journal (sold separately). This will set you and your student up for success as they work through the course, while also providing flexibility to meet the needs of your student and your family. Packed with vivid photos and a variety of hands-on activities and experiments that bring chemistry and physics to life, the student textbook and provides engaging hands-on activities to help solidify the concepts learned. The hard-cover textbook and notebooking journals (sold separately) are recommended for your student to make the most of this course.  All of the activities and experiments use easy-to-obtain household items and truly make the lessons come alive! Website Preview and Table of Contents Resource Extras Earth/Space Exploring Creation with Astronomy 2nd edition by Jeannie Fullbright (with recommended but optional Notebooking Journal) Type of Resource: home education curriculum Description: presents a scientifically sound and God-honoring study of astronomy for grades K-6. Content covered includes a tour of the solar system while learning about stars, the Sun, the planets, the moon, meteors, asteroids, galaxies, and astronauts. With many hands-on activities to help young scientists retain what they learn, our science curriculum uses the Charlotte Mason methodology to introduce elementary-level students to the wonders of our solar system, the stars, and beyond. A detailed daily lesson plan is included in the Notebooking Journal.   Website Table of Contents and Sample Pages   Note from Curriculum Consultant: This resource may need to be modified by selecting chapters to focus on, otherwise, the science content for the year may be too heavy with the other resources recommended in this section. Students are encouraged to focus on areas within this text that they have a particular interest in, and lightly address other areas.  The options in this section can be utilized where Science or Social Studies resources do not provide a way to interact with the material presented. Teachers and students can pick and choose organizers that appeal to them and are readily adaptable to the material they are learning.  The Elementary Teacher's Big Book of Graphic Organizers, Gr 5-12 Type of Resource:  workbook   Description:  veteran educator and NCTE trainer Katherine McKnight shows how students can use graphic organizers as an important tool to organize new information. Providing a visual representation that uses symbols to express ideas, concepts, and convey meaning, graphic organizers help to depict relationships between facts, terms, and ideas. The author demonstrates how graphic organizers have proven to be a powerful teaching and learning strategy. Includes 100 graphic organizers-more than any comparable book Included graphic organizers can be used before-, during-, and after-learning activities across the content areas Contains easy-to-follow instructions for teachers on how to use and adapt the book's graphic organizers Offers strategies for teachers to create their own graphic organizers for different grade levels Website   Note from Curriculum Consultant:  This is a recommended pick for grades 6-9 and can be used again year after year.  3-D Graphic Organizers: 20 Easy-to-Make Learning Tools That Reinforce Key Concepts (Grades 3 - 6) Type of Resource:  workbook Description: bring a new dimension to graphic organizers and increase students' ability to learn and remember important content-area information with these 20 engaging learning tools. Each organizer comes with a ready-to-go template, easy step-by-step directions, and ideas for using it across the curriculum. The finished three-dimensional products serve as powerful reference tools and make a great classroom display to show off what students have learned. Great for individual, small-group, and whole-class learning! Website Social Studies Economy and Globalization by Classroom Complete Press Type of Resource: workbook   Description: debates the pros and cons of nationalization and privatization as it relates to the global economy. Review the early history of currency, from the barter system to metal money, and finally, what we use today. Go back to the Great Depression and act out a scene to showcase the economic hardships faced by people living during this era. Hold a panel discussion on international immigration policy. Design your own multinational company and write a business plan. Write a case study about a particular example of outsourcing. Conduct a class debate about whether or not trends toward economic globalization have been good for people around the world. Practice exchanging world currencies using up-to-date currency exchange rates in an international airport. Aligned to your State Standards and written to Bloom's Taxonomy, additional hands-on activities, crossword, word search, comprehension quiz and answer key are also included.  Highlights: Economic Globalization The History of Currency The Great Depression International Commercial Law Migration Multinational Corporations Foreign Direct Investment   Website Free Supplementary Resources: Bonus Worksheets Human Migration Worksheets Global Warming: Effects Worksheets Learning Skills for Global Competency: Adapting to Different Customs Worksheet Learning Skills for Global Competency: How You Are With Change Quiz Worksheets Learning Skills for Global Competency: Have Fun Making Mistakes Worksheets Capitalism vs. Communism Bonus Worksheets PDF Samples (look for images on the left-hand side). Shannen and the Dream for a School by Janet Wilson Use this book with one of the "Graphic Organizers" resources mentioned on this page to assist with learning and reinforcing key concepts. Type of Resource: Biography/Memoir Description: the true story of Shannen Koostachin and the people of Attawapiskat, a Cree community in Northern Ontario, who have been fighting for a new school since the late 1970s when a fuel leak contaminated their original school building.  It is 2008, and thirteen-year-old Shannen and the other students at J.R. Nakogee Elementary are tired of attending class in portables that smell and don’t keep out the freezing cold winter air. They make a YouTube video describing the poor conditions, and their plea for a decent school gains the attention and support of community leaders and children across the country. Inspired, the students decide to turn their grade-eight class trip into a visit to Ottawa to speak to the Canadian government. Once there, Shannen speaks passionately to the politicians about the need to give Native children the opportunity to succeed. The following summer, Shannen is nominated for the International Children’s Peace Prize. Her passion and that of the other students make politicians stand up and take notice and become a rallying point for the community and for the country. Shannen will never see her dream fulfilled. Tragically, she was killed in a car crash in 2010. Her family, friends, and supporters are continuing to fight and honour her memory as they work for equality for children in communities everywhere.   Website Supplementary Resources: Teaching Guide by Laura Horton Kids' Power Teacher Resource by Shawntelle Nesbitt Heartspeak about Shannen's Dream YouTube documentary  Shannen's Dream: Safe and Comfy Schools PDF World Electoral Processes by Classroom Complete Press Type of Resource: workbook   Description: breaks down the differences between a presidential, parliamentary and dictatorship government. Travel back to ancient times to experience the first voting system. Explore the concept of a democratic government and whether it truly represents the people. Discover how the president has to share powers with the legislature in a presidential system. Explain why it is easier to pass laws in the parliamentary system than in the presidential system. Roleplay as a member of Parliament and deliver a 90-second statement about an important issue. Find out why most dictators were military leaders and how the role of a dictator has changed over time. Learn about suffrage and what the requirements are for a citizen to be allowed to vote. Hold your own election to decide on a policy for running your classroom. Written to Bloom's Taxonomy and includes additional writing tasks, crossword, word search, comprehension quiz and answer key.  Highlights: History of the Voting System Legitimacy of Democratic Gov. Presidential System of Gov. Parliamentary System of Gov. A Dictatorship Gov. The Voting System Electoral Systems & Reform Website Free Supplementary Resources Understanding Propaganda by John Joseph Micklos Use this book with one of the "Graphic Organizers" resources mentioned on this page to assist with learning and reinforcing key concepts. Description: everybody believes they're immune to propaganda, but everyone is wrong about that. Propaganda assaults us daily, on TV, on the internet, on the streets of our cities, everywhere we look, and even when we don't think we're looking. Easy-to-understand text, simple infographics, and lots of examples help kids learn how to crack the code of propaganda and learn how to use their brains to decide when they are being manipulated into believing lies presented as the truth.   Website Table of Contents and Sa mple Pages   (Google Preview) Understanding Social Media by Pamela Jain Dell Use this book with one of the "Graphic Organizers" resources mentioned on this page to assist with learning and reinforcing key concepts. Type of Resource: nonfiction book   Description:  everybody thinks they can handle social media. They're only on with their friends. Everything on social media is real. Except that it isn't. Easy-to-understand language, simple infographics, and evocative photos show kids what's real and what's fake on the various social media platforms and how to tell the difference.   Website Table of Contents and  PDF Samples (Google Preview) Bible/Christian Studies Who Am I? And What Am I Doing Here? by David Webb and John Hay (Apologia) Type of Resource: textbook   Description:  helps children understand what it means to be fearfully and wonderfully made in the image of the Most High God. Students will develop a healthy, biblical self-image based on the truths taught in this second book in the What We Believe Series. Students will develop a healthy, biblical self-image based on these truths: God made me in His image and crowned me with glory He has given me special gifts and a unique purpose in life I can creatively express God’s love I am meant to think about beautiful and praiseworthy things, especially God and His Word I must make decisions based on God’s truth I can always know the wise thing to do I must cultivate the fruit of the Spirit in my life I am a beloved child of God whose true identity is found in Christ. Website Review Table of Contents and  Sample Pages Grade Seven Curriculum Picks These Grade Seven Picks can be purchased from Anchor Academic (using your PO#) , or from one of our comprehensive vendors listed on this page . Some options may also be available to borrow from the Learning Commons Search Portal , or purchase from our Used Bookstore , and/or via the Sora/OverDrive virtual eBook library. Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 7 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 7. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 7 Curriculum Picks . English Language Arts Option A (integrated literature focus with composition): Lightning Literature Gr 7 Student Workbook, Student Guide and Teacher's Guide with novels and poetry reader (The Adventures of Tom Sawyer, Alice’s Adventures in Wonderland, All Creatures Great and Small, The Story of My Life (Helen Keller), and Stories and Poems for Extremely Intelligent Children). OR Option B: Essentials in Writing 7; Bronze Bow by Elizabeth George Speare with Progeny Press Study Guide; The Golden Goblet by Eloise Jarvis McGraw with Progeny Press Study Guide (or alternate); another  novel and novel study or stories as per interest/goals of the student. OR Option C (lighter option): Writing Strands by Master Books Intermediate 1 (or level as per placement test results); Bronze Bow by Elizabeth George Speare; The Golden Goblet by Eloise Jarvis McGraw; Mara, Daughter of the Nile by Eloise Jarvis McGraw; and/or other novels/stories as assigned by parent/teacher.  Mathematics Dynamic Classroom BC Grade 7 Singapore Dimensions Math 6A and 6B Textbooks and Teacher's Guides Science Life Science: Building Blocks in Life Science by Gary Parker (Master Books) Chemistry Apologia Exploring Creation with Physical Science (Modules 1-2) Physics  What is Electromagnetism? By Lionel Sander  Renewable Energy (Build It Yourself): Discover the Fuel of the Future Earth Science Apologia Exploring Creation with General Science (Module 6) Climate Change by Shelley Tanaka Social Studies Ancient Civilizations and the Bible Essentials Pack by Diana Waring Bible/Christian Studies Who Is My Neighbour? Textbook by David Webb, John Hay (Apologia) Optional Resources (not detailed below)   The Bottom Line: Money Basics by Diane Dakers (Math/Financial Literacy) Paper Circuits STEM Starters by Teacher Created Resources (ADST) Above and Beyond with Creativity and Innovation by Robin Johnson (Career) ACSI's Total Health: Talking About Life's Changes - Student Textbook and Workbook (PE/Health) The Archaeology Book by David Down (to address Socials content area, "Geographic conditions shaped the emergence of civilizations".) Detailed Information for Grade 7 Curriculum Picks  Note from Curriculum Consultant:  In the middle school years (grades 7 - 9), academic standards begin to increase in preparation for high school. Teachers/parents/students may also notice that the resources begin to shift towards more independent student work and that the role of the parent may begin to shift to more of a coach/facilitator. This is a healthy and necessary shift that is not without its challenges. One way I have tried to mitigate the challenges is to recommend resources in the same series for these grades so that students can gain a level of confidence with them over time. It is reasonable to expect that grade seven could be a bit of a learning curve for families as they navigate increasing expectations. English Language Arts Option A: Lightning Literature Gr 7 Student Workbook, Student Guide and Teacher's Guide with poetry book and readers Type of Resource: Home Education Curriculum Description: Lightning Literature is a language arts curriculum designed to instill a love of literature in students, expand their ability to read intelligently and deeply, and prepare them for more advanced language arts concepts. The key components of this series are literature, grammar and mechanics, and composition. Novels: The Adventures of Tom Sawyer, Alice’s Adventures in Wonderland, All Creatures Great and Small, The Story of My Life (Helen Keller). Poetry Reader: Stories and Poems for Extremely Intelligent Children. The Workbook gives students a chance to practice the skills and concepts learned in the lessons, along with composition skills (writing from note cards, rewriting in your own words, etc.), thinking skills (e.g., differentiating fact from opinion, identifying bias), and grammar review (e.g., capitalization, pronouns and antecedents). There are also optional puzzles and extra “Challenge” workbook pages. The Student Guide consists of lessons on the plot line, increasing your creativity, autobiography, the character sketch, dialogue, basic terms and rhyme in poetry, sound in poetry, nonce words, brainstorming, outlining, choosing a topic, writing a good opening, and instruction on four poetic forms (limerick, haiku, cinquain, and list poem). Each lesson contains a brief biographical introduction, vocabulary, comprehension questions, the literary lesson and mini-lesson, and writing exercises. The workpages allow students to practice the skills and concepts learned in the lessons. Book-length works are sold separately and in a pack with the guides and workbook. The Teacher’s Guide (see Related items below) includes the answers to comprehension questions and the workbook pages, a teaching schedule, extra teaching help for the lessons, help choosing appropriate writing exercises, and discussion questions. The Teacher’s Guide includes an explanation of the course’s philosophy, a weekly lesson planner, answers to the comprehension questions and the workbook pages, additional teaching suggestions for the lessons, and additional information on the writing exercises. Website Lightning Literature Grade 7 Scope and Sequence Review Samples: Teacher Guide Sample , Student Guide Sample , Student Workbook Sample Option B: Essentials in Writing 7; Bronze Bow by Elizabeth George Speare with Progeny Press Study Guide; The Golden Goblet by Eloise Jarvis McGraw with Progeny Press Study Guide (or alternate); another  novel and novel study or stories as per interest/goals of the student. Type of Resource: Homes education curriculum Description: a homeschool writing curriculum that teaches middle school students proper grammar, how to properly write meaningful sentences, and implement mechanics. Students learn to use the writing process for narrative/descriptive/expository/ persuasive writing, how to use effective writing techniques, and much more. The step-by-step approach allows students to focus on small, daily assignments, so they don’t feel overwhelmed. Level 7 includes a textbook/workbook and contains a video component. Lesson-by-lesson video instruction is provided via streaming or DVD. These lessons are essential to the program and must be used in conjunction with the textbook/workbook combo book. Note that additional workbooks may be purchased if there are additional students in the family taking the course. Website Placement Test (Level Wizard) Review Other Optional or Supplementary Resources Sample Video Lesson Table of Contents and  PDF Sample Free Trial Option C: Writing Strands by Master Books Intermediate 1 (or level as per  placement test results), with reading assigned by the teacher/parent according to the goals/interests of the student. Type of Resource:  Workbook Description:  Writing Strands Intermediate 1 will help your junior high/high school student learn about effective paragraphs, descriptive writing, narrative voice, and tense usage, as well as how to analyze plots in literature. It explores the art of writing effectively—and creatively! In this comprehensive course, students will discover how to structure a story, utilize topic sentences, organize information, craft written descriptions, explore voice and character position, and more. This is a hybrid course that combines reading and writing into one course. Worksheets add structure to reading assignments chosen by the teacher/parent. Students will rotate writing and reading assignments each week—thus also learning to write through literature because good readers make good writers! Additionally, the Bible is used as the literature base for teaching how narrative voice can be used to form captivating pieces of literature. Note from Curriculum Consultant: This resource alternates weekly between writing assignments and reading assignments. The teacher/parent is asked to assign a different book for every other week's reading lesson.  Writing Strands Overview Video & Teaching Companion Novels Note from Curriculum Consultant: These novels are suggestions only and are cross-curricular historical fiction selections set in ancient history (the time period of study in Social Studies for grade 7 students). Alternate options are available at  Progeny Press ,  Total Language Plus , or  Classroom Complete Press . Novel #1: Bronze Bow and Progeny Press Study Guide Type of Resource: Novel and workbook Description:  Angry and vengeful at the death of his parents, Daniel bar Jamin joins an outlaw Zealot band pledging to all he can to rid the land of the hated Romans. Daniel meets Joel and Malthace, two young people with a similar desire to see their land free of the Romans. The three of them make a pact to fight together for God's victory.  Then Daniel learns his grandmother has died and finds he must leave the mountain to care for his sister, Leah. He is torn between the responsibility he feels toward his sister and his hatred against the Romans. To support himself and his sister, Daniel takes over a blacksmith shop belonging to his friend, Simon, who has left town to follow a travelling teacher named Jesus. Daniel begins to wonder if Jesus is the leader they have all been hoping for, the one who will lead them against the Romans. But Jesus is teaching a very different message from the one Daniel wants to hear. Website Review Table of Contents and  PDF Sample Pages   Novel #2: The Golden Goblet with Progeny Press Study Guide Type of Resource:  Novel and workbook Description:  Ranofer dreams of following in his father's footsteps as a goldsmith, but when he is suddenly orphaned, he struggles under the abusive control of a half-brother.  When he stumbles across tomb robbers, Ranofer is swept into danger, mystery, and intrigue, but he never loses sight of his dream. This exciting coming-of-age mystery brings Ancient Egypt to life. Website Review Table of Contents and  PDF Sample Pages   Novel #3: Mara, Daughter of the Nile by Eloise Jarvis McGraw Type of Resource:  Novel Description: This compelling story of adventure, romance, and intrigue, set in ancient Egypt, was written by the three-time Newbery Honor and Edgar Award winning author Eloise Jarvis McGraw. Mara is a proud and beautiful slave girl who yearns for freedom in ancient Egypt under the rule of Queen Hatshepsut. Mara is not like other slaves; she can read and write, as well as speak the language of Babylonian. So, to barter for her freedom, she finds herself playing the dangerous role of double spy for two arch enemies—each of whom supports a contender for the throne of Egypt. Against her will, Mara finds herself falling in love with one of her masters, the noble Sheftu, and she starts to believe in his plans of restoring Thutmose III to the throne. But just when Mara is ready to offer Sheftu her help and her heart, her duplicity is discovered, and a battle ensues in which both Mara’s life and the fate of Egypt are at stake.   Math Select one of the following math programs (A or B) below Jump Math has not been included as a "Pick" in the middle school grades because the workbooks themselves often do not provide sufficient instruction for most students to adequately learn new and increasingly more difficult concepts. Families who have had good success with this program may wish to continue, however. Option A: Dynamic Classroom BC Grade 7 Type of Resource: Workbook Description: aligned to BC's curriculum Detailed explanations of every topic with step-by-step guided examples with solutions.  A series of problems for the student to practice the concept they just learned. Questions start out easy and gradually increase in difficulty. Challenging questions are provided for those students that really want to push themselves. Practice tests for each chapter/unit in the book.  An answer key for all questions in the book.  Students can get extra support through the website that provides additional worksheets and a limited selection of video lessons when you create an online account . A complete set of video lessons (a paid service) where you can watch a math teacher while they explain a concept and then walk you through some examples.  Website Other Optional or Supplementary Resources Extra Worksheets and Resources Math Videos (monthly paid subscription, about $11/month) Table of Contents and  PDF Sample Pages Option B: Singapore Dimensions Math 6A and 6B Textbooks and Teacher's Guides Type of Resource:  Home education/classroom curriculum Description:  The program emphasizes problem-solving and empowers students to think mathematically, both inside and outside the classroom. Pre-algebra, algebra, geometry, data analysis, probability, and some advanced math topics are included in this rigorous series. The series follows the principles outlined in the Singapore mathematics framework, including the Concrete, Pictorial, Abstract (CPA) Approach, bar modelling, and more. In the Dimensions Math program, concepts are introduced and explained in a new format with vibrant imagery, all with the progression and scope that has defined Singapore math. Components Textbooks build on prior knowledge and develop familiar concepts in an accessible way. Workbooks offer independent practice while maintaining the careful progression of exercise variation. Teacher’s Guides provide teaching suggestions and important information for educators to help students achieve math mastery. Workbook Solutions contain fully worked solutions for problems in workbooks. Components Samples 6A Textbook (required) 6A Teacher's Guide (required) 6B Textbook (required) 6B Teacher's Guide (required) 6A Workbook ,  6B Workbook ,  6A and 6B Workbook Solutions Notes from Curriculum Consultant: This US-based resource is advanced for BC standards, and books 6 - 8A align reasonably well (although not entirely) with BC's curriculum for grades 7 - 9. There are sufficient exercises in the textbook for many students, and so the workbook may not be necessary (and may even be frustrating) for students who learn quickly. For students who require repetition and extra practice, the workbook (and workbook solutions) are recommended. Even though this resource does not completely align with BC's curriculum, it was chosen for its proven approach which has been a favourite with home educators for years. It is a rigorous program that generally works best for students who have developed an aptitude for math. Those looking towards using this program to prepare for the BC grad course, Foundations and Math and Pre-Calculus 10 should be aware that levels 6A, 6B, 7A, 7B and 8A should be sufficient preparation. That is 5 books over 3 years, and so in terms of pacing, one would be looking at completing approximately 1 and 2/3 books per year, allowing for a slightly less rigorous pace than 2 books per year. Website Review Scope and Sequence Brochure Science Some science standards for Grades 7 - 9 are addressed when both Apologia’s Exploring Creation with General Science and Exploring Creation with Physical Science are used in Grades 7 - 9. See this spreadsheet for correlations. Life Science Building Blocks in Life Science by Gary Parker (Master Books) Note from Curriculum Consultant: This resource is aimed at a high school audience. Students may need support working through the content. Type of Resource: Home Education Curriculum Available in the Learning Commons Physical book Description: Teachers and students will find clear biological answers proving science and Scripture fit together to honour the Creator. This dynamic educational resource helps young people not only learn science from a biblical perspective but also helps them know how to defend their faith in the process. Covers in-depth topics such as genes and Genesis, the role of natural selection, embryonic development, DNA, and the magnificent origins of life. Powerfully refutes the evolutionary worldview that life simply evolved by chance over millions of years--Provides exceptional insights and clarity to patterns of order in living things, including the promise of healing and new birth in Christ. Offers a fill-in-the-blank or short answer study page at the end of each chapter so students may test their comprehension. Helps students know how to defend their faith scientifically.   Website Review Table of Contents and Sample Pages Chemistry Exploring Creation with Physical Science - Apologia (Modules 1-2) Type of Resource: Home education curriculum Available in the Learning Commons Physical Book Description: Middle school students are taught the methods they will need to succeed in high school science courses. Using a conversational tone, we present challenging science concepts and thought-provoking experiments in an easily navigated, personalized format to help students methodically learn, self-check, and master difficult concepts before moving on. We also keep science relevant. Additional online materials are available through a book extras portal so that students can see science in action.    Website Table of Contents and PDF Sample Pages Review   Other Optional or Supplementary Resources: MP3 Audio CD Thames & Kosmos Crystal Growing Activity Kit  Type of Resource: Science Experiment Kit Description: Experiment with four chemically different crystals with different properties, including potassium alum crystals that form regular octahedrons, rapidly growing sodium sulphate crystals, long needle-shaped sodium acetate crystals, and plaster. Measure how the crystallization of solids out of a solution and the dissolution of crystals back into the solution affect the temperature of the solution. Learn about the energy of crystallization. Investigate solutions, crystallization, and the chemistry of crystal growing. A full-colour, 32-page experiment manual guides your experiments in crystal chemistry.   Website Download Manual Physics Note from Curriculum Consultant: the resources recommended in this Physics section are lower-level. Please consider using alternate resources outlined in our Middle School Science Correlations to fully address standards and/or consult with your support teacher. What Is Electromagnetism? by Lionel Sandner Type of Resource:  Nonfiction book Available in the Learning Commons eBook Description: This engaging title explains that electromagnetism is the combined power of electricity and magnetism. Detailed images, clearly written text, and opportunities for hands-on learning combine to teach readers the core concepts of electromagnetism and their many applications in everyday life - from watching television to using a computer. Readers will learn how to build an electromagnet and perform tests to understand how to increase its strength.   Website (includes excerpt) Renewable Energy (Build It Yourself): Discover the Fuel of the Future by Joshua Sneideman Type of Resource:  Nonfiction book  Available in the Learning Commons Physical Book eBook Description: Readers learn how we will power our world tomorrow, in 20 years, and even in 50 years, with various renewable energy sources, including solar, biofuel, geothermal, and fluid energy. Includes hands-on activities, encouraging students to explore, experiment, and engage with the content.   Website, Excerpt, and Table of Contents (scroll down) Teacher’s Guide Project Sample Earth Science Apologia Exploring Creation with General Science (Module 6) Type of Resource:  Home Education Curriculum Description: This resource was created to give middle school students an understanding of the basic world that surrounds them each day so that they can appreciate the real-world relevance of scientific inquiry and the beauty of creation. This course covers a wide range of branches of science while making the connections between each. A large component of Earth Science (modules include astronomy, meteorology, oceanography, earth study, geology, paleontology, and environmental science) gives students a great foundation for that broad field of study. Students will learn what science is and, in a detailed and engaging way, how to utilize the proper scientific method. This course has many hands-on science experiments that can be completed with household materials.   Website Review   Other Optional or Supplementary Resources Streaming Instructional Video OR Video Instruction Thumb Drive MP3 Download/Audiobook Table of Contents and PDF Sample Pages Climate Change by Shelley Tanaka, Revised Edition Type of Resource: Nonfiction book Available in the Learning Commons eBook Description: This revised and updated edition includes the most recent scientific findings while addressing the main issues. What is happening, and how did we get here? What is the basic science behind climate change? What is going to happen in the future? And most importantly, why is it so hard to accept what is happening, and what can we do about it? Charts, maps, a glossary, an index and suggestions for further reading accompany the text.   Website Book Sample Including Table of Contents Teacher Guide Social Studies Ancient Civilizations and the Bible Essentials Pack Type of Resource: Home education curriculum  Key Features: Presents many opportunities for students of all learning styles to thrive Develops critical thinking skills in a Charlotte Mason style Unit Study approach Different levels of projects and books allow multiple ages to learn together … Grades 5-12 with main curriculum and kindergarten to grade 4 with the Elementary Activity Book Learn history from a Bible-centered approach History Revealed integrates events and people of the Bible with the study of ancient civilizations from Creation to Jesus Give high school credit for history plus possible credit for geography, creative writing, research writing, music appreciation, art appreciation, world literature, and more! (Possible credit based on hours spent and work completed in the subject area.) The Essentials Pack includes:   Teacher Guide, Student Manual, What in the World Volume 1 CD Set, Test Kit, Rubric Set, Quick-Start Guide and Basic Lesson Plan Note from Curriculum Consultant:  Assignments could possibly be applied for credit in English Language Arts, and Arts Education as well, depending on which activities students choose. This resource may seem daunting at first, but many of the assignments are pick and choose, and students can select activities that are appealing to them. I recommend listening to a sample of the audio lessons online here , as this makes up a large portion of the teaching. Website Review Other Optional or Supplementary Resources Ancient Civilizations & the Bible Elementary Activity Book True Tales Vol 1 Audio Set: Ancient Civilizations & The Bible Digging Deeper Vol 1 Audio Set: Ancient Civilizations & The Bible PDF Samples Student Manual (Grades 5-12) Sample Teacher Guide Sample Teacher Guide Introduction Elementary Activity Book (Grades K-4) Sample Lesson Planner Sample Lesson Planner Introduction Additional Support: Video Introduction (highly recommended) Bible/Christian Studies Who Is My Neighbor? Type of Resource:  Home education curriculum  Description:  Who Is My Neighbor? And Why Does He Need Me?  helps students understand what it means to be salt and light to the world (Matthew 5:13-14). This study will encourage students to develop a Christlike servant attitude based on biblical truths taught in this third book in the What We Believe series. This book covers the following concepts, God created me to be a blessing to the world God chooses to work through me I can make a difference at home, in my community, and at church The church is God’s family The church is one body with many gifts and I am an important member of Jesus’ body. Note From Curriculum Consultant:  This resource works really well as a family devotional where discussion and open conversation are encouraged and fostered. The content is suitable for elementary grades through middle school, however, most Grade 7 students could work through this resource independently. Website Review Other Optional or Supplementary Resources Regular Notebooking Journal MP3 Audio CD MP3 Download/Audiobook Audiobook on Audible Audiobook on iTunes eBook version of the textbook Table of Contents and PDF Samples Additional Support Grade Eight Curriculum Picks These Grade Eight Picks can be purchased from Anchor Academic (using your PO#) , or from one of our comprehensive vendors listed on this page . Some options may also be available to borrow from the Learning Commons Search Portal , or purchase from our Used Bookstore , and/or via the Sora/OverDrive virtual eBook library. Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 8 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 8. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 8 Curriculum Picks. English Language Arts Option A (integrated literature focus with composition): Lightning Literature Gr 8 Student Workbook, Student Guide and Teacher's Guide with novels and poetry reader (Treasure Island, Day of Pleasure, A Christmas Carol, The Hobbit, My Family and Other Animals, To Kill a Mockingbird, Stories & Poems for Extremely Intelligent Children). OR Option B: Essentials in Writing 8 with novels studies (as follows or alternate novels/stories): Crispin: The Cross of Lead with Classroom Complete Press Literature Kit, Progeny Press Study, or Total Language Plus Focus Guide; Trumpeter of Krakow with Total Language Plus Study Guide; The Door in the Wall with Progeny Press Study Guide or Total Language Plus Focus Guide. OR Option C (lighter option): Writing Strands by Master Books Intermediate 2 (or level as per placement test results); novels: Trumpeter of Krakow; Crispin: The Cross of Lead; Door in the Wall; Anna of Byzantium and/or other novels or stories as assigned by parent/teacher. Mathematics   Dynamic Classroom BC Grade 8 Theory and Problems for Mathematics 8 - Third Edition by Crescent Beach Publishing  Singapore Dimensions Math 7A and 7B Textbooks and Teacher's Guides Science Life Science Apologia Exploring Creation with General Science (Modules 10, 11) The Genesis of Germs (Master Books) by Allen L Gillen Chemistry Apologia Exploring Creation with Physical Science (Module 3) Physics Apologia Exploring Creation with Physical Science (Module 10) Earth Science Apologia Exploring Creation with General Science (Module 6) OR Apologia Exploring Creation with Physical Science (Module 12) Both cover the same content in regards to Earth’s crust.  What Is the Theory of Plate Tectonics? by Craig Saunders Social Studies Romans, Reformers, Revolutionaries Essentials Pack by Diana Waring Bible/Christian Studies What on Earth Can I Do? by DavidWebb and John Hay Textbook (Apologia) Optional Resources (not detailed below)   Hydraulics STEM Starters by Teacher Created Resources (ADST) Find Your Fit Book, and Find Your Fit Discovery Workbook 2018 Edition by Kevin Johnson (Career Education) Making Smart Financial Choices by Diane Dakers (Mathematics) ACSI's Total Health: Talking About Life's Changes by Susan Boe Student Textbook and Workbook (Health) Detailed Information for Grade 8 Curriculum Picks  English Language Arts Option A: Lightning Literature Gr 8 Student Workbook, Student Guide, and Teacher's Guide with poetry book and readers  Type of Resource: Home Education Curriculum Description:  Mini-lessons include taking notes, free verse and ballads, rewriting, narration, fun poems, fiction, sonnets, sentence structure, meter, conclusions, bibliography, and citing sources. The eighth-grade program builds on the seventh-grade program, but you do not need to have completed the seventh-grade program to use this level. Novels: Treasure Island, Day of Pleasure, A Christmas Carol, The Hobbit, My Family and Other Animals, To Kill a Mockingbird. Poetry Reader: Stories & Poems for Extremely Intelligent Children Teacher’s Guide: includes the explanation of the course’s philosophy, weekly lesson planner, answers to the comprehension questions and the workbook pages, additional teaching suggestions for the lessons, and additional information on the writing exercises. Student Guide: The lessons in this Guide cover the author’s purpose, setting, vivid language in poetry, writing about culture, details in writing, character development, figurative language, conflict, symbolism, humour, meter in poetry, and writing a literary analysis. Mini-lessons cover taking notes, rewriting in your own words, free verse and ballad, rewriting your own words, citing sources, bibliography, fun poems, genre fiction, sentence structure, and more. The work pages give students the chance to practice the skills and concepts learned in the lessons along with composition skills (writing from note cards, rewriting in your own words, etc.), thinking skills (e.g., differentiating fact from opinion, identifying bias), and grammar review (e.g., capitalization, pronouns and antecedents) Workbook: gives students the chance to practice the skills and concepts learned in the lessons along with composition skills (writing from note cards, rewriting in your own words, etc.), thinking skills (e.g., differentiating fact from opinion, identifying bias), and grammar review (e.g., capitalization, pronouns and antecedents). There are also optional puzzles and extra challenges.   Website Review Samples: Teacher' Guide , Student Workbook Sample , Student's Guide Sample   Option B: Essentials in Writing 8 with novels studies (as follows or alternates): Trumpeter of Krakow with Total Language Plus Study Guide; Crispin: The Cross of Lead with Progeny Press Study Guide or Total Language Plus Focus Guide; Door in the Wall with Progeny Press Study Guide or Total Language Plus Focus Guide; another  novel and novel study as per intrest/goals of the student Type of Resource: Homes education curriculum Description:  EIW Level 8 is a homeschool writing curriculum that teaches middle school students ages 13 to 14 how to write meaningful sentences, proper grammar, and sentence mechanics as well as the writing process for narrative/descriptive/expository/ persuasive writing. Instruction on effective writing techniques and much more are included as well. The step-by-step approach allows students to focus on small, daily assignments, so they don’t feel overwhelmed. Level 8 includes a textbook/workbook and contains a video lesson component. Lesson-by-lesson video instruction is provided via streaming or DVD. These lessons are essential to the program and must be used in conjunction with the textbook/workbook combo book. Note that additional workbooks may be purchased if there are additional students in the family taking the course. Website Placement Test (Level Wizard) Review Other Optional or Supplementary Resources 34-week plan Sample Video Lesson Table of Contents and  PDF Sample Free Trial Option C: Writing Strands by Master Books Intermediate 2 (or level as per  placement test results): novels: Trumpeter of Krakow; Crispin: The Cross of Lead; Door in the Wall; Anna of Byzantium and/or other novels or stories assigned by parent/teacher. Type of Resource:  Home education workbook Description:  Writing Strands Intermediate 2  will help your junior high student study writing string arguments, dialogue, papers, and letters, as well as literary elements like theme, genre, point of view, and tone. This language arts curriculum is ideal for a 6-9 grade level. In this comprehensive course, students will discover how narrative voice and attitude influence the reader, the elements of an effective written argument, explore character voice and dialogue, and so much more! This resource takes a comprehensive approach to language arts, teaching students how to construct effective paragraphs, write persuasively and explore narrative voice while also developing the student's reading, writing, and speaking skills. Students will learn how to read and evaluate literature, practice spelling, analyze worldview, and write a story. Students will rotate writing and reading assignments each week—thus also learning to write through literature because good readers make good writers! Additionally, the Bible is used as the literature base for teaching how narrative voice and attitude can be used to form captivating pieces of literature. Note from Curriculum Consultant: This resource alternates weekly between writing assignments and reading assignments. The teacher/parent is asked to assign a different book for every other week's reading lesson.  Website Writing Strands Overview Video Placement Tests Review Other Optional or Supplementary Resources Writing Strands: Teaching Companion Table of Contents and PDF Sample Pages Scope and Sequence Novels Note from Curriculum Consultant: Alternate novels can be chosen. The ones below are cross-curricular historical fiction selections set in the Middle Ages (a period of study in Social Studies for grade 8 students). Alternate options can be found at Progeny Press , Total Language Plus , or Classroom Complete Press .  Novel #1: Crispin: The Cross of Lead by Avi and Novel Study Guide by Classroom Complete Press Note from Curriculum Consultant : Progeny Press and Total Language Plus also have guides for this novel as alternatives. Type of Resource: novel and workbook Description: This all-in-one resource provides everything needed for student comprehension, including vocabulary and writing prompts with each chapter. Determine whether Crispin would support the viewpoint, "cruelty is contagious in uncivilized communities". Brainstorm possible inscriptions on Crispin's cross that would cause Bear's reaction. Investigate the trade of a tinker as it would appear during the time of the novel. Consider the battle between Bear and John Aycliffe from a different perspective, then complete a chart. Aligned to your State Standards and written to Bloom's Taxonomy, additional crossword, word search, comprehension quiz and answer key are also included. About the Novel: Crispin: The Cross of Lead is the Newbery Medal-winning story of a young boy hiding from the law. Set in 14th Century England, a young boy—only known as Crispin—finds himself on the run from Lord Furnival and his evil steward, John Aycliffe. When Crispin overhears the private conversation of Aycliffe and another man in the forest, he becomes the object of a massive hunt. Crispin then flees from the area after his only allies—his mother and Father Quinel—are dead. Crispin soon meets up with Bear—a travelling entertainer—who trains him in the arts of the mummer. However, Bear is not what he seems, and Crispin is thrown into a life full of dangerous adventures that lead to a dramatic ending, where the secret of Crispin’s heritage is revealed. Website   Video Overview Reviews (scroll down on left side) Other Optional or Supplementary Resources PDF Samples (select sample page images on the left side)    Novel #2  Trumpeter of Krakow by Eric P. Kelly and Total Language Plus Study Guide Type of Resource: novel with optional Total Language Plus Study Guide About the Novel: Joseph and his family gave their word to protect the Great Tarnov Crystal, but can they survive the violent, superstitious inhabitants of the city of Krakow? Website Video Overview Teacher's Manual How Novel Studies Work   Novel #3 The Door in the Wall by Marguerite de Angeli and Total Language Plus Focus Guide About the Novel: Now that Robin’s legs are useless, he will never serve the king as a knight like his father planned. But Brother Luke says, “Thou hast only to follow the wall far enough, and there will be a door in it.” Will Robin be a disappointment to his father, or can he find his “door”? Type of Resource:  novel with optional Total Language Plus Focus Guide Description:  Focus Guides center on specific character traits and/or writing skills. Some use extensive scripture. All take approximately three weeks to complete. The lessons do not include vocabulary or spelling worksheets; neither do they list optional activities such as field trips or hands-on suggestions found in our regular study guides. The listed titles are not available as study guides; these are Focus Guides only. An * by the writing description indicates the guide includes detailed writing instruction. Website Instructional Video for Focus Guides Novel #4 Anna of Byzantium Novel (or alternate) Type of Resource:  Novel Description:  Anna Comnena has every reason to feel entitled. She's a princess, her father's firstborn and his chosen successor. Someday she expects to sit on the throne and rule the vast Byzantine Empire. So the birth of a baby brother doesn't perturb her. Nor do the "barbarians" from foreign lands, who think only a son should ascend to power. Anna is as dismissive of them as are her father and his most trusted adviser--his mother, a manipulative woman with whom Anna studies the art of diplomacy. Anna relishes her lessons, proving adept at checkmating opponents in swift moves of mental chess. But as she matures into a young woman, her arrogance and intelligence threaten her grandmother. Anna will be no one's puppet. Almost overnight, Anna sees her dreams of power wrenched from her and bestowed on her little brother. Bitter at the betrayal, Anna waits to avenge herself, and to seize what is rightfully hers. Math Select one of the following math programs (A or B or C) below Option  A: Dynamic Classroom BC Grade 8 Type of Resource:  Workbook Description:  aligned to BC's curriculum Detailed explanations of every topic with step-by-step guided examples with solutions.  A series of problems for the student to practice the concept they just learned. Questions start out easy and gradually increase in difficulty. Challenging questions are provided for those students that really want to push themselves. Practice tests for each chapter/unit in the book.  An answer key for all questions in the book.  Students can get extra support through the website that provides additional worksheets and a limited selection of video lessons when you create an  online account . A complete set of  video lessons  (a paid service) where you can watch a math teacher while they explain a concept and then walk you through some examples.  Website Other Optional or Supplementary Resources Extra Worksheets and Resources Math Videos (monthly paid subscription, about $11/month) Table of Contents and  PDF Sample Pages Option B: Crescent Beach Publishing Theory and Problems for Mathematics 8 - Third Edition Description:  aligned to BC's curriculum Written to be used as a primary teaching resource Contains a comprehensive explanation of the subject for each section 364 detailed example questions Hundreds of practice problems with answers and step by step solutions where necessary Space is given for each practice question to complete the problem, and keep the work organized all in one place Website Table of Contents PDF Sample Pages Note: this resource may not be available from vendors other than Crescent Beach Publishing; see our Resource Vendor Directory for ordering details. Option C: Singapore Dimensions Math 7A and 7B Textbooks and Teaching Notes/Solutions Type of Resource:  Home education/classroom curriculum Description:  The program emphasizes problem-solving and empowers students to think mathematically, both inside and outside the classroom. Pre-algebra, algebra, geometry, data analysis, probability, and some advanced math topics are included in this rigorous series. The series follows the principles outlined in the Singapore mathematics framework, including the Concrete, Pictorial, Abstract (CPA) Approach, bar modelling, and more. In the Dimensions Math program, concepts are introduced and explained in a new format with vibrant imagery, all with the progression and scope that has defined Singapore math. Components Textbooks build on prior knowledge and develop familiar concepts in an accessible way. Workbooks offer independent practise while maintaining the careful progression of exercise variation. Teaching Notes and Solutions provide teaching suggestions and important information for educators to help students achieve math mastery. Workbook Solutions contain fully worked solutions for problems in workbooks. Components Samples 7A Textbook 7A Workbook 7A Teaching Notes and Solutions 7B Textbook 7B Workbook Note from Curriculum Consultant: This US-based resource is advanced for BC standards, and books 6 - 8A align reasonably well (although not entirely) with BC's curriculum for grades 7 - 9. There are sufficient exercises in the textbook for many students, and so the workbook may not be necessary (and may even be frustrating) for students who learn quickly. For students who require repetition and extra practice, the workbook (and workbook solutions) are recommended. Even though this resource does not completely align with BC's curriculum, it was chosen for its proven approach which has been a favourite with home educators for many years. It is a rigorous program that generally works best for students who have demonstrated an aptitude for math. Those looking towards using this program to prepare for the BC grad course, Foundations and Math and Pre-Calculus 10 should be aware that levels 6A, 6B, 7A, 7B and 8A should be sufficient preparation. That is 5 books over 3 years, and so in terms of pacing, one would be looking at completing approximately 1 and 2/3 books per year, allowing for a slightly less rigorous pace than the standard 2 books per year. Website Review   Scope and Sequence Brochure Science Some science standards for Grade 7 - 9 are addressed when both Apologia’s Exploring Creation with General Science and Exploring Creation with Physical Science are used in Grades 7 - 9. See this spreadsheet for correlations. Life Science Apologia Exploring Creation with General Science Textbook, Solutions and Test Manual, and Student Notebook (Modules 10,11) * T ype of Resource: Home Education Curriculum Description : This resource was created to give middle school students an understanding of the basic world that surrounds them each day so that they can appreciate the real-world relevance of scientific inquiry and the beauty of creation. This course covers a wide range of branches of science while making the connections between each. A large component of Earth Science (modules include astronomy, meteorology, oceanography, earth study, geology, paleontology, and environmental science) gives students a great foundation for that broad field of study. Students will learn what science is and, in a detailed and engaging way, how to utilize the proper scientific method. This course has many hands-on science experiments that can be completed with household materials.   Website Review   Other Optional or Supplementary Resources Streaming Instructional Video OR Video Instruction Thumb Drive MP3 Download/Audiobook Table of Contents and PDF Sample Pages The Genesis of Germs Revised Edition by Allen L Gillen (Master Books)  Type of Resource:  Homeschool Curriculum Description: Learn how constantly mutating diseases are proof of devolution rather than evolution and how these germs fit into a biblical worldview. Dr. Gillen shows how germs are symptomatic of the fall and curse of creation due to man's sin and our hope in the coming of Jesus Christ.   Website Sample and Table of Contents   Note from Curriculum Consultant: This resource is aimed at a high school audience. Students may need support working through the content. Chemistry  Apologia Exploring Creation with Physical Science Textbook, Solutions and Test Manual, and Student Notebook  (Module 3)  Type of Resource: Home education curriculum Description: Middle school students are taught the methods they will need to succeed in high school science courses. Using a conversational tone, we present challenging science concepts and thought-provoking experiments in an easily navigated, personalized format to help students methodically learn, self-check, and master difficult concepts before moving on. We also keep science relevant. Additional online materials are available through a book extras portal so that students can see science in action. This course covers: The basics of science including the scientific process, scientific theories and laws, inferences and models, and measurement and units Chemistry including properties and states of matter, atomic structure and the periodic table, chemical bonds and reactions and energy Physics including motion, forces, energy, waves and sound, light and electricity and magnetism Earth Science including the Earth’s structure and processes and our atmosphere and beyond Chemistry and Physics in the life sciences Physical Science research Website Review   Other Optional or Supplementary Resource:  MP3 Audio CD Note from Curriculum Consultant: Although this resource is lengthy, it is conversational in its approach and makes science concepts interesting and accessible for students. Supplementation will be necessary to address all the standards of BC’s curriculum. Please converse with your teacher regarding the best course of action to ensure standards are appropriately addressed. Physics Apologia Exploring Creation with Physical Science Textbook, Solutions and Test Manual, and Student Notebook  (Module 10- see above for details) Earth Science Apologia Exploring Creation with General Science (Module 6) OR Apologia Exploring Creation with Physical Science (Module 12)  See the descriptions above. Both of these resources cover the same content about Earth’s crust.  What Is the Theory of Plate Tectonics? by Craig Saunders Type of Resource: Nonfiction book Available in the Learning Commons Physical Book eBook Description: In 1912, German meteorologist Alfred Wegener published his groundbreaking theory of continental displacement. His theory proposed that the continents were once a single land mass but had slowly moved apart over millions of years. This fascinating book examines the scientific process behind Wegener's theory and how it challenged prevailing views of the time. Readers will discover how, years after Wegener's death, his theory was embraced by scientists and is now the basis for modern earth science.   Website and Excerpt Social Studies Romans, Reformers, Revolutionaries Essentials Pack Type of Resource:  Home education curriculum  Key Features: Quick Start Guide to help you easily navigate through the 4-Phase structure Basic Lesson Plan to give you confidence for each week’s activities Teacher Guide to provide helpful background information suggested resources, motivating suggestions, and much more Student Manual to introduce each era, offer multiple topics for further exploration, encourage hands-on participation, and invite creative expression What in the World Vol 2 CD set to bring history to life through audio instruction and stories Rubrics Set to help the student know what is expected and to help parent/teacher evaluate the student’s creative work (qualitative assessment) Test Kit to allow students to demonstrate what they’ve learned (quantitative assessment). The Essentials Pack includes: Teacher Guide, Student Manual, What in the World Volume 2 CD Set, Test Kit, Rubric Set, Quick-Start Guide and Basic Lesson Plan Note from Curriculum Consultant:  Assignments could possibly be applied for credit in English Language Arts, and Arts Education as well, depending on which activities students choose. This resource may seem daunting at first, but many of the assignments are pick and choose, and students can select activities that are appealing to them. I recommend listening to a sample of the audio lessons online  here , as this makes up a large portion of the teaching. Website Review Other Optional or Supplementary Resources Quick Start Guide 3-Day and 5-Day Lesson Plan Lesson Planner Elementary Activity Book True Tales Vol 2 Audio Set Digging Deeper Vol 2 Audio Set  PDF Samples Student Manual (Grades 5-12) Sample Teacher Guide Sample Lesson Planner Sample (including Introduction) Additional Support: Video Introduction (highly recommended) Bible/Christian Studies What On Earth Can I Do? Type of Resource:  Home education curriculum  Description:  What On Earth Can I Do?,  the fourth book in the award-winning What We Believe series, helps students understand what it means to be a “good and faithful servant” of God (Matthew 25:23) and to be stewards of all the blessings we have from God. It will help them choose to put God first in every area of their lives based on biblical truths taught in this study of stewardship. This study will help them choose to put God first in every area of their lives based on these biblical truths: God owns all things because He created and sustains all things He has entrusted me with certain gifts and wants me to use these gifts for His glory I honour God by using my money and possessions wisely I glorify Him by investing my time and talents wisely My body is not my own but has been bought at a price God expects me to care for His creation God will reward me for my faithfulness Note From Curriculum Consultant:  This resource works really well as a family devotional where discussion and open conversation are encouraged and fostered. The content is suitable for elementary grades through middle school, however, most Grade 8 students could work through this resource independently. Website Review Other Optional or Supplementary Resources Regular Notebooking Journal MP3 Audio CD MP3 Download/Audiobook Audiobook on Audible Audiobook on iTunes eBook Table of Contents and  PDF Samples Additional Support Grade Nine Curriculum Picks These Grade Nine Picks can be purchased from Anchor Academic (using your PO#) , or from one of our comprehensive vendors listed on this page . Some options may also be available to borrow from the Learning Commons Search Portal , or purchase from our Used Bookstore , and/or via the Sora/OverDrive virtual eBook library. Vendor websites are pick-and-choose and some optional or alternate suggestions may be listed, so select your items with care. Overview Of Grade 9 Curriculum Picks Here is an overview of the curriculum picks that we suggest for Grade 9. Please note that some subjects provide more than one option. For more information about the curriculum, please refer to the information under Detailed Information for Grade 9 Curriculum Picks. English Language Arts Option A (integrated literature focus with composition): Lightning Literature Gr 9 Student Workbook, Student Guide and Teacher's Guide with novels (Uncle Tom's Cabin, Adventures of Huckleberry Finn, Call of the Wild, and The Red Badge of Courage). OR Option B: Essentials in Writing 9 with novels studies (as follows or alternates): Red Badge of Courage with Progeny Press Study Guide, Call of the Wild with Progeny Press Study Guide, Treasure Island with Progeny Press or Total Language Plus Study Guide, Scarlet Pimpernel with Progeny Press or Total Language Plus Study Guide; and/or alternate novel and novel study or stories as per interest/goals of the student. OR Option C (lighter option): Writing Strands by Master Books Advanced 1 (or level as per placement test results); Red Badge of Courage, Call of the Wild, Treasure Island, Scarlet Pimpernel; and/or novel and novel study or stories as per interest/goals of the student. Mathematics Dynamic Classroom BC Grade 9 Theory and Problems for Mathematics 9 - Third Edition by Crescent Beach Publishing  Singapore Dimensions Math 8A and 8B Textbooks and Teaching Notes and Solutions Science BC Science Connections 9 Textbook and Workbook (Nelson) Social Studies Nelson Socials 9 OR World Empires, World Missions, World Wars Essentials Pack by Diana Waring Bible/Christian Studies Quest: Gospel of John Explorer’s Bible Study (Explorer's Bible Study) Optional Resources (not detailed below)   What Color Is Your Parachute? for Teens, Third Edition by Carol Christen (Career Education) Getting Things Done for Teens: Take Control of Your Life in a Distracting World by David Allen (Career Education) Invest in your Financial Future by Diane Dakers (Mathematics/Career Education) Choices for a Winning Lifestyle by Susan Boe (ACSI) - Student Textbook and Workbook (Heath Education; can also be used for Grade 10) Canada Map Book 6 by George Quinn, Apple Press (Social Studies; says Gr. 6-8 on the cover, but is still suitable ) Righting Canada's Wrongs - any of the 6 books in the series by Lorimer Publications (Social Studies) Resource Guide for Righting Canada’s Wrongs: Residential Schools Heritage Collection: The Immigrant Experience by Rose Fine-Myer (Social Studies) Detailed Information for Grade 9 Curriculum Picks  English Language Arts Select one of the following writing programs (A or B), in addition to two novel studies listed below these options. Option A: Lightning Literature American Lit: Mid-Late 19th Century Student Guide and Teacher's Guide with readers Type of Resource: Home Education Curriculum Description: Lessons cover theme, humor, description, point of view, figurative language, register, and sound in poetry. The Student’s Guide includes information about the authors, comprehension questions, writing exercises, discussion questions and project suggestions, reading lists appropriate to the period or subject, semester and full-year schedules, and a bibliography. The answers to comprehension questions are in the Teacher’s Guide. Book-length works are sold separately and in a pack with the guides. Novels: Uncle Tom's Cabin, Adventures of Huckleberry Finn, The Red Badge of Courage, and The Call of the Wild Teacher’s Guide: includes the answers to the comprehension questions. It also provides a teaching schedule, teaching and grading aids, and a copy of the writing exercises and discussion questions for the teacher’s convenience. Website Review Samples: Teacher' Guide , Student's Guide   Option B: Option B: Essentials in Writing 9 with stories and/or novel studies (as follows or alternates) Type of Resource:  Homes education curriculum Description: EIW Level 9 provides students with the writing skills needed for high school and university writing, the SAT, college application, and beyond. This curriculum contains step-by-step guidance throughout the program and is relatively self-contained between the workbook and online (or DVD) video lessons. Website Placement Test (Level Wizard) Review Other Optional or Supplementary Resources: LEVEL 9 34-WEEK PLAN Sample Video Lesson Table of Contents and  PDF Sample Free Trial Option C: Writing Strands by Master Books Advanced 1 (or level as per placement test results); novel and novel study or stories as per interest/goals of the student. Note from Curriculum Consultant: This resource alternates weekly between writing assignments and reading assignments. The teacher/parent is asked to assign a different book for every other week's reading lesson. ADD: Writing Strands Overview Video &  Teaching Companion Novels Note from Curriculum Consultant: Alternate novels can be chosen. The ones below are cross-curricular historical fiction selections set in the time period studied in Gr 9 social studies (1750 - 1919). Alternate options can be found at Progeny Press , Total Language Plus , or Classroom Complete Press . Novel #1: The Red Badge of Courage by Stephen Crane Type of Resource: novel with optional study guide by Progeny Press About the novel: Stephen Crane’s classic novel looks at the trauma and horror of war through a young man’s eyes. Henry Fleming joins the Union army as a green recruit dreaming of glory and heroic acts of bravery on the battlefield. He wants to earn his “badge of courage.” He imagines himself as "a blue determined figure standing before a crimson and steel assault, getting calmly killed on a high place before the eyes of all." Henry must learn, through much mental and spiritual agony, to stand in the face of physical danger with no thought to his own heroics nor to the opinions of others. He learns to despise his earlier dreams of war and glory. Instead, he finds quiet manhood, non-assertive but of sturdy and strong blood. He has faced death and become a man. Description: Author Biography: Learn about Stephen Crane. Vocabulary: Understand words used throughout the novel, utilizing a variety of activities to stimulate retention and growth. Literary Techniques: Words create setting, double meanings, parallels, synonyms, antonyms, foil, similes, characterization, in context, metaphors, self-justification, role models, natural law, Christ figure, coming-of-age. Moral Lessons and Character Values: The church and war, Jesus is our example, lessons from nature, small before God, coming-of-age, fear & cowardice, mortality, courage, maturity, anger, heroism, suffering and the refining it causes. Activities and Writing Assignments: Wordsearch, God looks at our inner character/not outer, Essays including a just war, Lincoln and the Civil War, nature as a counterpoint to humanity, coming-of-age, Civil War timeline, creative writing: letters from a soldier, biography of your choice of famous Civil War men and women, write a historical play/scene, field trip to a Civil War site, journalism interview of a war veteran. Suggestions for Further Reading: We include an in-depth reading list of more books by the same author(s) and other books that tie in with, or are similar to, The Red Badge of Courage by Stephen Crane. Movie suggestions included. Website Sample pages   Novel #2: The Call of the Wild by Jack London T ype of Resource: novel with optional Progeny Press Study Guide About the Novel: The dog Buck lives a privileged life in the family of a California judge. But when gold is discovered in the Yukon Valley and thousands of men rush north, Buck is stolen from his home and sent north to pull sleds for the Canadian mail service. Buck finds he must learn fast or die, and the new law of life is primitive—the law of club and fang. London reveals the lengths to which men will go to satisfy the gold lust, and he explores the animal instinct of kill or be killed as Buck rises to become leader of the pack. Description: Author Biography: Learn about Jack London. Before-You-Read Activities: History research, maps, timeline, biography, art, movies. Vocabulary: Understand words used throughout the novel, utilizing a variety of activities to stimulate retention and growth. Literary Techniques: In context, dictionary, anthropomorphism, personification, setting, hyperbole, repetition, dialect, irony, foil, paradox, allusion, simile, metaphor, legend, dichotomy, theme, dramatic structure. Moral Lessons and Character Values: Equal under God, do unto others, authority, determinism, moral relativism, pragmatism, success vs. doing right, pride, strong vs. weak, wise counsel, love our neighbor, conflict, mercy, power and wealth. Activities and Writing Assignments: Animals, morality, multiple essay ideas, absurdity used to justify, class discussions, animal euthanasia, leadership, trip/activity planning, haiku, dog training. Suggestions for Further Reading: We include an in-depth reading list of more books by the same author(s) and other books that tie in with, or are similar to, Call of the Wild by Jack London. Movie suggestions included. Website Sample Pages   Novel  #3: Treasure Island by Robert Louis Stevenson Type of Resource: novel with optional Progeny Press Study Guide About the Novel: Jim Hawkins is just a boy trying to do the best he can running an inn with his widowed mother when adventure and danger literally walk through the door in the form of a pirate! He is left with a treasure map and the warning, "Beware the one-legged man!" Jim goes sailing in search of treasure with Squire Trelawney, Dr. Livesey, and Captain Smollett. Put under the tutelage of the ship's cook, Long John Silver, Jim learns much of the sea-faring life and gains a great friend. But where treasure is concerned, honor and friendship can be held cheap. As they near the island, the ship's crew mutinies, and Jim has to decide where his loyalties are and what it means to be honorable. Set sail aboard the Hispaniola with the fearless Jim and the formidable Long John Silver! Description: About the Author: Learn about Robert Louis Stevenson. Vocabulary: Understand words used throughout the novel, utilizing a variety of activities to stimulate retention and growth. Literary Techniques: Mood, foreshadow, dialect, synonym, pace, transition, stereotype, idiom, simile, descriptive language, hubris, point of view, dictionary, poetic justice, irony, ambiguity, parallelism, anthropomorphism, cliffhanger, characterization, dynamic vs. static, symbolism, main character, conflict, complication, theme, dramatic structure. Moral Lessons and Character Values: Courage, peer pressure, discretion, advice, fear, discouragement, God is with us, doing good, eternal life, death, mercy. Activities and Writing Assignments: Coins, ships, writing, pirates, maps, art, sea shanties, biographies, essays. Suggestions for Further Reading: We include a wonderful reading list of more books by the same author(s) and other books that tie in with, or are similar to, Treasure Island by Robert Louis Stevenson. Website Sample Pages Novel #4: The Scarlet Pimpernel by with Optional Study Guide by Progeny Press Type of Resource:  novel with optional novel study About the novel: Funny, courageous, and filled with downright danger! The Scarlet Pimpernel was the blueprint for what became known as the masked-avenger genre. This captivating story combines humor, bravery, and an abundance of perilous situations. Step into the midst of the French Revolution, a time of immense fear and the ruthless persecution of the noble class. Amidst the chaos, a mysterious and elusive figure, often referred to as a phantom, emerges as the savior of doomed nobles, defying the executioner's grasp—the legendary Scarlet Pimpernel. Unyielding in his pursuit, French official Chauvelin will stop at nothing to unveil the true identity of the Scarlet Pimpernel. His relentless quest leads him to manipulate Marguerite Blakeney, the reluctant assistance of Sir Percy Blakeney's French wife. Sir Percy himself, England's wealthiest and most dandyish lord, becomes embroiled in a web of secrets and danger. In this world of deception, treachery, and mortal peril, nothing is as it appears. Brace yourself for an enthralling adventure that will keep you on the edge of your seat. Description: Historical Background: Explore the backdrop of the French Revolution, a defining era in history. Author Biography: Discover the life of Baroness Orczy, the brilliant mind behind The Scarlet Pimpernel. Before-You-Read Activities: Engage in interactive exercises such as mapping, diving into the intriguing stories of King Louis XVI and Marie Antoinette, and learning about the figure Robespierre. Vocabulary: Develop a deep understanding of the novel's vocabulary through a variety of stimulating activities designed to enhance retention and encourage vocabulary growth. Literary Techniques: Delve into the rich tapestry of literary techniques such as antonym, synonym, juxtaposition, stereotype, irony, paradox, foreshadowing, cliffhanger, in context, simile, metaphor, onomatopoeia, moral dilemma, hyperbole, romanticism, allusion, anthropomorphism, protagonist, antagonist, false climax, foil, theme, willing suspension of disbelief, and contrivance. Moral Lessons and Character Values: Explore profound themes of conflict, accountability, marriage, wise counsel, virtue vs. self-righteous, misunderstandings, fate vs. free will, altruism, self-interest, egoism, leadership, freedom, bigotry, prejudice, stereotypes, the Good Samaritan, and the golden rule of treating others as you would like to be treated. Activities and Writing Assignments: Engage in dynamic class discussions, create visually captivating bulletin boards, analyze and interpret meaningful quotations, select from a range of essay choices, bring the story to life through dramatic adaptations, and explore artistic expressions inspired by the novel. Suggestions for Further Reading: Expand your literary horizons with our carefully curated reading list, which includes more captivating works by Baroness Orczy and other books that complement or share similarities with The Scarlet Pimpernel. Additionally, discover recommended movies. Website Sample Pages Math Select one of the following math programs (A or B or C) below Option A: Dynamic Classroom BC Grade 9 Type of Resource : Workbook Description : Aligned to BC's curriculum Detailed explanations of every topic with step-by-step guided examples with solutions.  A series of problems for the student to practice the concept they just learned. Questions start out easy and gradually increase in difficulty. Challenging questions are provided for those students that really want to push themselves. Practice tests for each chapter/unit in the book.  An answer key for all questions in the book.  Students can get extra support through the website that provides additional worksheets and a limited selection of video lessons when you create an  online account . A complete set of  video lessons  (a paid service) where you can watch a math teacher while they explain a concept and then walk you through some examples.  Website Other Optional or Supplementary Resources Extra Worksheets and Resources Math Videos (monthly paid subscription, about $11/month) Table of Contents and PDF Sample Pages Option B: Crescent Beach Publishing Theory and Problems for Mathematics 9 - Third Edition Description: Aligned to BC's curriculum Written to be used as a primary teaching resource Contains a comprehensive explanation of the subject for each section Over 300 detailed example questions Hundreds of practise problems with answers and step by step solutions where necessary Space is given for each practice question to complete the problem, and keep the work organized all in one place  Website Table of Contents PDF Sample Pages Note: this resource may not be available from vendors other than Crescent Beach Publishing; see our Resource Vendor Directory for ordering details. Option C: Singapore Dimensions Math 8A and 8B (Optional) Textbooks and Teaching Notes/Solutions Type of Resource:  Home education/classroom curriculum Description:  The program emphasizes problem-solving and empowers students to think mathematically, both inside and outside the classroom. Pre-algebra, algebra, geometry, data analysis, probability, and some advanced math topics are included in this rigorous series. The series follows the principles outlined in the Singapore mathematics framework, including the Concrete, Pictorial, Abstract (CPA) Approach, bar modelling, and more. In the Dimensions Math program, concepts are introduced and explained in a new format with vibrant imagery, all with the progression and scope that has defined Singapore math. Components Textbooks build on prior knowledge and develop familiar concepts in an accessible way. Workbooks offer independent practice while maintaining the careful progression of exercise variation. Teaching Notes and Solutions provide teaching suggestions and important information for educators to help students achieve math mastery. Workbook Solutions contain fully worked solutions for problems in workbooks. Components Samples 8A Textbook 8A Teaching Notes and Solutions 8A Workbook 8A Workbook Solutions 8B Textbook (optional; may be too advanced for many students) 8B Workbook (optional; may be too advanced for many students) Note from Curriculum Consultant: This US-based resource is rather rigorous and is advanced for BC standards. Books 6 - 8A align reasonably well (although not entirely) with BC's curriculum for grades 7 - 9. If students are just beginning to use this series in grade 9, it is recommended that they begin with level 7B (sample pages here ), and students who have been using the series for a year are two could be starting 7B or be partway through 7B at the beginning of grade 9. There are sufficient exercises in the textbook for many students, and so the workbook may not be necessary (and may even be frustrating) for students who learn quickly. For students who require repetition and extra practice, the workbook (and workbook solutions) are recommended. Even though this resource does not completely align with BC's curriculum, it was chosen for its proven approach which has been a favourite with home educators for years. Website Review Scope and Sequence Brochure Science Students who used Exploring Creation with General Science and Exploring Creation with Physical Science in grades 7 and 8 may have already addressed some grade 9 standards. See this spreadsheet for correlations. BC Science Connections 9 Textbook and Workbook Type of Resource:  Secular classroom Student Edition textbook and workbook Description:  The BC Science Connections program is 100% Curriculum aligned and supported inquiry-based learning. It leverages students' natural sense of curiosity and wonder so they learn by actively engaging in activities while having access to clear, concise, and highly visual curriculum-specific content to support knowing, doing and understanding. Key Features: Support for place-based learning and integrates First Peoples' ways of knowing. Builds students confidence with solid science content that is easy to understand and provides the background necessary for personalized inquiry. Engages students with relevant science content, dynamic visuals and intriguing labs. Develops and supports scientific literacy, engages students with dynamic content, lab experiences and a rich array of resources to ensure students understand the big idea. Website Social Studies Option A: Nelson Socials 9 Student Resource and eBook Type of Resource : Student textbook and eBook Description : A comprehensive resource aligned to BC’s curriculum that helps students become active, engaged citizens with the ability to think and communicate critically, historically and geographically. Includes rich and engaging primary sources and inquiry-focused questions. The Student Resource includes a print textbook with built-in activity cards and lifetime access to an online student centre. Website Table of Contents and Sample pages Option B: World Empires, World Missions, World Wars Essentials Pack It is recommended that students complete an inquiry/research project that addresses an area of Canadian content within the curriculum in addition to the resource below. Sample topics include the impact of treaties on First Peoples; the role imperialism and colonialism have on events in present-day Canada; and the influences of immigration on Canada’s identity. The Canadian Heritage Collection books available to borrow through our Learning Commons are excellent resources for these topics. There are many other topics as well; please consult with your support teacher. Type of Resource:  Home education curriculum  Description: Idea packed, multi-disciplinary, family-style study guide from the Napoleonic Wars to the Korean War Explore this era of history with an integrated inclusion of the Modern Missions movement, revivals, and other Church history events Discover kings, politicians, artists, musicians, scientists, inventors, and most importantly the fingerprints of God in history Key Features: Quick Start Guide to help you easily navigate through the 4-Phase structure Basic Lesson Plan to give you confidence for each week’s activities Teacher Guide to provide helpful background information suggested resources, motivating suggestions, and much more Student Manual to introduce each era, offer multiple topics for further exploration, encourage hands-on participation, and invite creative expression What in the World Vol 3 CD set to bring history to life through audio instruction and stories Rubrics Set to help the student know what is expected and to help parent/teacher evaluate the student’s creative work (qualitative assessment) Test Kit to allow students to demonstrate what they’ve learned (quantitative assessment). The Essentials Pack includes: Teacher Guide, Student Manual, What in the World Volume 3 CD Set, Test Kit, Rubric Set, Quick-Start Guide and Basic Lesson Plan Note from Curriculum Consultant:  Assignments could possibly be applied for credit in English Language Arts, and Arts Education as well, depending on which activities students choose. This resource may seem daunting at first, but many of the assignments are pick and choose, and students can select activities that are appealing to them. I recommend listening to a sample of the audio lessons online  here , as this makes up a large portion of the teaching. Website Review Other Optional or Supplementary Resources Online Resources Lesson Planner Elementary Activity Book True Tales Vol 3 Audio Set Digging Deeper Vol 3 Audio Set Darwin and Scopes CD or Mp3 PDF Samples Student Manual (Grades 5-12) Sample  Teacher Guide Sample Elementary Activity Book (grades K-4) Sample Lesson Planner Sample (with Introduction) Additional Support: Video Introduction (highly recommended) Bible/Christian Studies Explorer’s Bible Study: The Gospel of John Type of Resource:  Workbook Description:  John focuses on the spiritual significance of what Jesus did and said rather than just reporting the events of His life. He begins the gospel with a declaration of the deity of Jesus, His pre-existence, and His direct involvement in creation. As you study, you will discover that John has a very penetrating gaze into eternal truth and into the very heart and mind of God. But John gives us more than just information; he reveals an invitation – to an abundant life in Jesus, the True Vine. May this study help you find “life in His name” and bear much fruit from (and for) Him. Website Other Optional or Supplementary Resources: Answer Key PDF Sample Lesson Encom Adding a Course in Encom For Parents - Please consult your Support Teacher or Grad Advisor before selecting courses. Parents, you can add courses in Encom only once per year by following these steps. If you have already selected online courses this year, your Support Teacher can add additional ones for you. 1. Sign into Encom If you need a refresher on how to sign into Encom, please visit here . You can access Encom here , or from our HCOS homepage by clicking on the Log In button at the top right. 2. Add a Course: When you have successfully signed into Encom, look for the Course Selection button that looks like this: When you click on this button, it will take you to a list of courses that your child is eligible to enroll in. Click on a course to add it. As a parent or guardian, you can select courses only once per year, and we recommend that you do so in consultation with your Support Teacher (Gr. 5-9 students) or Grad Advisor (Gr. 10-12 students). If you want to add a course after your initial selections, or do not see a specific course that you are interested in, please contact your Support Teacher or Grad Advisor. Encom Access & Icon Explanation Encom is a database in which student records and reports are stored. This can be considered to be the ‘office’ area of the school and it is separate from the site in which the online courses are posted, which is called Moodle, and you can login to it here Moodle . (Moodle is still there for the next year for students who are finishing old courses, otherwise use Brightspace)  In Encom, the following is visible fore each student: basic information (address, phone numbers etc.), course list, student learning plans (SLP) for Individualized subjects, resource budget information, and report cards. Any errors in information can be shared with your support teacher or directed to the main HCOS Office at info@onlineschool.ca . When a student is enrolled, parents/guardians are emailed a User Name and Password for Encom. Please save this information and be sure to record it exactly as it is sent so it can be found easily when needed to access Encom. To access Encom, go to  www.onlineschool.ca If you forget your username and/or password please contact Tech Support When you access Encom, this is approximately what you will see. Please take the time to become familiar with the various components of Encom . The Main Icons Used by Parents/Guardians The Student Learning Plan (SLP) is an oultine of the courses, activities, goals, and resources used by each student throughout the course of the year.  Teachers collaborate closely with parents/guardians before it is written. When it is complete, it is important to review the SLP to see if there are any other pieces of info to add or adjust. When the SLP is complete, parents/guardians sign off on it using the SLP Parent/Guaridan Sign-Off icon link.   Additional Resources – This icon is where information related to the curriculum budget is tracked. Please check the curriculum budget before making purchases with the Purchase Order number to ensure there are enough funds for the purchase. The Report Card links directly to each student's report card. If there are any difficulties viewing it, please contact the Support Teacher and they can help.  The Self-Assessment Survey is completed annually for each student and can be done in combination with the support teacher, student, and parent/guardian. Typically, Support Teachers share information related to this and guide parents through the process.     Select See more items for the student to access where the Learning Standards for each subject can be searched and viewed. This section of Encom can be useful to what the specific Learning Standards are for each subject. Note:  It is the teacher’s job to track the Learning Standards for students and are open to fielding questions on these for each student. Select See more items for the student to access the student Contact Information to make sure it's up to date or when it needs to be changed. To see parent/guardian email and other contact information, click on the name above Guardian on the main page in Encom. The HCOS Office should be notified of any changes as well at info@onlineschool.ca . Logging Into Encom Sign into Encom You can access Encom here, or from our HCOS homepage by clicking on the Log In button at the top right: From the drop-down menu you will select Encom: You might want to pause and bookmark Encom before you move on. Now sign-in with the username and password that you received by email when you first registered with HCOS. If you have lost this information, please click on the Lost Your Password? link on Encom . You will receive an email with a link to reset your account information. Viewing a Student Report Card To view your student’s report card in Encom, please begin by logging in . Find the student whose report card you wish to view and click the Report Card button below their name. You will be taken to the report card page within Encom for your student. Here you can view a summary of your student’s marks in the given subject areas as well as directly finding the Student Learning Plan (SLP) and Learning Standards available for each course. You will find the Grades and Scales Legend on the right hand side. Below the report card summary you will find the Term Comments for your student. These comments are for students in Kindergarten through Grade 9. Grad Program, Grades 10 through 12, will only have course specific comments. Select the term you are looking to view:  Below the Term Comments you will find Internal courses and space for course specific comments.  Internal courses  appear for Kindergarten through Grade 9 students who are enrolled in courses with their support teacher.  Comments for these courses are included in the Term Comments section (see above) Course specific reporting applies to the following course types for Grades 5-12: Online Online Synchronous Virtual Worlds Grad Program Individualized and Hybrid IEP (modified) Courses Next, you will find the Student Self-Assessment Survey Questions and Answers. Currently these populate for students in Kindergarten through Grade 9 - Grades 10 through 12 will be added soon.   Lastly, you will see a Promotion box. Once your student has completed their courses for the year, in Kindergarten through Grade 9, your support teacher will use the Promotion Sign-Off box to acknowledge your student has completed their current grade! In Grad, courses are completed on a one-by-one basis, and often times students will take a different grade levelled course that is not necessarily associated with their current grade level. As such, the promotion box is not significant for Grad Program students.  In addition, if your student is currently working on a course that was activated in the previous school year (or recently completed a course from the previous school year), updated marks and comments are added to the report card from that school year. To view those updated marks and comments, you will need to change the 'grade' you are viewing to the previous year by selecting a different grade level. Once you've selected the previous grade level, the report card associated with that year will appear, and you can read any updated comments and grades for courses activated in that school year.    Please connect with your teacher(s) regarding any questions you have about your student’s report card or how to navigate the sections described above. In addition to viewing the report card in your browser, you have a few additional options at the top of the page.  Print Report Card generates a web-based document that can be printed.  Download PDF generates a PDF file of the report card that you can save to your computer. You can also navigate to a few other pages directly from the report card.  Course Selection will take you to the course selection page within Encom. If courses have already been selected this will be locked. Learning Standards will take you to the overview page for your student’s learning standards. From there, if you select a course, you will be able to see their progress on the curricular competencies within that course.  Student Learning Plan will take you to your student’s SLP where you can see all outlines for all subject areas and course specific plans.  SLP Parent/Guardian Sign-Off - Parents of students in Kindergarten through Grade 9 are asked to sign off on their student’s SLP, to show that they are in agreement and worked collaboratively with the Support Teacher to create the plan. This link takes you directly to the form to complete. Enrollment Enrolled Program Overview HCOS will discuss the variety of support services, the responsibilities for families and also miscellaneous information during the initial interview. HCOS Support Your Support Teacher will: Be your child’s Home Room teacher at HCOS and is responsible for your child’s educational program. They also support families through prayer, encouragement, and educational program guidance Have regular contact (emails, phone calls, home visits when possible and desired) Collaborate on a Student Learning Plan (SLP) starting in September and it may be adjusted throughout the year Provide assessment through regular feedback on work sample submitted weekly, Interim Grade Reports as needed, and Report Cards at the end of our two terms (end of January and end of June) You will be contacted by your Support Teacher in August or early September Resource Budget PO numbers will be given which may be used through a variety of vendors. Please see our list of participating vendors Once curriculum for core subjects (Science, Socials, Language Arts, Math & Languages when applicable) is established, curriculum budget may be used for lessons and other resources PO numbers can be found in Encom Learning Commons Learning resources and kits Online Library Subscriptions Learning Groups Co-ops Community Connections Community Connections Plus Learning Camps Curriculum Consultant  Can meet with to go over resources and what can work for each grade Curriculum Packages Have been built based on common resources for each grade to help get started as needed Foundation Skills Assessment (FSA) Testing Students enrolling in grades 4 and 7 are required to write the FSA tests in October and these are written at each family's home Online courses  Online courses are available for grades 5 to 9 Parent Responsibilities: Documentation to be sent to HCOS office Copy of birth certificate Care Card Number Curriculum Agreement Weekly contact with support teacher Emails, phone calls, SeeSaw/Freshgrade, Zoom calls, texts, or other agreed upon methods Face-to-face visits when possible or desired Sharing of work samples and activities as guided by your support teacher Enrolled vs. Registered This page provides more information on the differences between enrolling and registering a student(s).  Enrolled Provided with a Support Teacher Accountable to be in regular weekly contact with the Support Teacher Accountable to Provincial Learning Standards Curriculum budget per child for Grades K – 9 Curriculum budget per course for Grades 10 – 12 Option to take courses by an individualized approach, by an online approach, or an integrated approach, which is a blend of the first two Ongoing portfolios showing work accomplished in individualized courses are sent to students’ Support Teacher   Receive Report Cards twice a year Receive a Provincial Graduation Certificate (Dogwood or Completion) Registered No Support Teacher provided Not accountable to follow Provincial Learning Standards May take online courses from Grades 10 to 12 through HCOS Are not required to send in Portfolios Do not receive a Provincial Graduation Certificate Can receive the Equivalency Graduation Certificate Resources For an overview of what resources are available for Registered vs. Enrolled students, please visit LC registered vs. enrolled .  For more information on the difference between enrolling and registering your student(s) please see this document . How to Re-Enroll or Re-Register at HCOS This page highlights the process to follow when re-enrolling or re-registering at HCOS. Sign in to your Encom account If you do not recall your password, please go here . If you are unsure of your Username, don't hesitate to contact tickets@onlineschool.ca Click the appropriate button based on your child's program: Read through the instructions, select Yes or No , and press the Save and Continue button to complete. Follow the instructions on the screen to complete the process. PO Numbers will be issued and can be used near the end of April during the week of HCOS Connect . If you have any questions or need assistance, don't hesitate to contact the HCOS Office (office@onlineschool.ca) or 1-877-862-2375 . If your student is in the Home School Registered program, we have made it possible for you to follow the steps above to re-register. How to enroll a new sibling (any grade): Purchase Order Numbers or PO#s When you receive a Purchase Order Number (PO#): Once a child is enrolled at HCOS, they will be issued a PO# once all of the required documents been received by the office. The office requires : Copy of the child’s birth certificate Proof of Residency document Signed Curriculum agreement There may be additional documents required for specific students (ie. out-of-province, or IE students) The PO# - used to order resources :  Families will receive a PO# from the HCOS office and it is accessible in a student's Encom account. The PO# is used with HCOS Vendors on their websites ( HCOS Vendors ) or through our Curriculum and Lesson Order Forms (found under the 'Curriculum Resources' tab at the top of a student's home page in Encom. The Curriculum and Lesson Order Forms are used to order resources from non-HCOS Vendor websites and are subject to date restrictions (Lessons only after October 1st of the current school year and Curriculum orders are suspended for the month of July each year) Budget deadlines and amounts: The budget for K-9 Students enrolling before September 30th of the current school year (and haven't attended any campus school during the week prior to September 30th) is as follows: Parents choose to either pay an annual $200 tuition (monthly or all at once) and receive a $600 resource budget or they can pay $0 tuition and get a $350 resource budget. The cost for HCOS online courses automatically comes out of a students annual budget. K-9 students enrolling after the end of September pay $0 tuition and receive a $200 resource budget. K-9 students enrolling after the second enrollment deadline in February pay $0 tuition and don't receive a resource budget. For K-9 families, the PO# can be used as soon as it is in Encom and it is recommended purchases be made in consultation with: Regional Administrator - initial contact with HCOS Resource Consultant - Cynthia Duncalfe - sign up at Cynthia's Calendar - new families to HCOS prior to the assigning of an HCOS support teacher Current support teacher - returning families Students in grades 10-12 pay the following for courses (a resource budget of $50 is available for Individualized Elective Courses only): Courses 1-4 : $50 per course Courses 5-9 : $0 per course Courses 10+ : $35 per course Teacher’s Role in the PO# process: Share advice on resources  Check to see if the child has adequate resources to cover the core subjects Note required program related resources and materials in the SLP Approve resource order forms for non-HCOS Vendor purchases from websites Reimbursement for own dollars spent: A parent can not be reimbursed for any resource/lesson purchases made out of their own pocket. Learning Commons Instructions for Enrolled DL Patrons, EAs & Teachers Using the Search Portal  Here is a 6-1/2 minute  Vimeo with Instructions  for enrolled DL patrons using the Learning Commons Search Portal. Log in:   Enrolled Patrons and HCOS teachers who have an ENCOM password will log in to the Search Portal at https://hcs.insigniails.com/LibrarySAML/Home , or the link for "Enrolled DL Patrons" if using the Landing Page .  All new patrons will receive their Encom passwords from the school office as soon as they enroll.  If they do not have them please advise to check with tech@onlineschool.ca Searching:   Search for an item using the search bar. The default search is by Keyword, but you can choose from the drop-down menu to search by Relevance, Title, Author, Subject, Series etc. There is also an Advanced search (with And/Not options) and a Topic Lists search.   To view a video on how to search, click on the question mark on the far right of the landing page. Refining your search:  Once you've done a search, you will see tabs under the search bar.  Select one of these tabs, Catalog/eBooks, Subscriptions/Databases, or Weblinks. You can further refine your search by using the options in the left column to limit results by Material type, Subject, Author, Series and more.  Note that the “+” sign adds further options to refine your search; check the boxes you want to refine by, then click on the refresh button to see the refined search. Unit Study Kits: After you have reviewed the digital and physical unit study descriptions on our website here , you can either access them directly from each unit study page, or you can access them within the Learning Commons Search Portal. Once logged in, type “Unit Study” in the search box. The results will show all items, so refine your search by Type of Material in the left column. Under “Type of Material”, first, click on the plus + sign to view all options, then choose Kit {KIT}. Click on the “refresh” button to complete your search (as in the screenshot below). The Title Record will show how many kits are available (see “availability” in the screenshot below), and the link to the Online Parent Guide. When you click on the guide it will open in another tab. You can then access the online links while working on the kit! Note: Even if an item is OUT, on HOLD, or shows no availability at this time, you can still book it for future dates! Click on the Title to view more information, or click Book Item. Booking items :   When you click on “Book Item”, a calendar will appear (see image below). The small, red numbers indicate how many copies are available on that requested day. Click on the date, then click  “Book Items”.  Most items are loaned for seven weeks and mini unit studies are loaned for four weeks. To view your bookings and items out :   Hover over “My Account”, then “My Borrowing”, and then select “Booking”.   To view all of your bookings for the year: Enter the “From” and “To” dates. All of your bookings will display. You will see: The booking loan period Shipping to and from days The Cancel button - just click to cancel your booking Edit Booking button - click to change your date To view due dates and renew options:   Hover over the “ My Account ” icon, then “My Borrowing” , then select “Loan” .  You have the option to click on the renew button to renew items. They will not renew if needed for another patron’s booking. Unit studies can be renewed for 4 weeks; all other items renew for 7 weeks. Subscriptions and Passwords: To find subscriptions links, usernames and passwords, select  “ Subscriptions ” in the Search Portal top horizontal menu bar: All the subscriptions we offer on this page are free to our HCOS students. OverDrive eLibrary: The OverDrive eLibrary can be accessed in three ways: The catalogue search; selecting the Catalog/eBook icon within the search refine fields.    In the search bar, type in your keywords, then click the search (magnifying glass) icon.  From the results, choose electronic resource or Downloadable eResource listed as the format at the bottom of the Marc record,   OR Filter your search results by clicking on the side menu bar, and scrolling down to choose "Source:  OverDrive results". This will limit your search to just eBooks, OR Select the OverDrive Education icon on the right side of the Search Portal home page .  This image link will take you directly into the OverDrive portal where you can browse the curated collections and curriculum.    To download a document with the same information as above, please refer to the Google Doc here .     General Information 10 FAQs for Back to School 1. How do you lease a computer/tablet/iPad?  Our computer lease program is available. For more information and forms please  visit here . Please note: You must obtain your Teacher's approval in order for the lease request to be processed. 2. How do you purchase new curriculum? New guidelines have changed how HCOS can process the purchasing of resources from companies that do not accept HCOS PO#s. For more information  see here . For a list of vendors which do accept HCOS PO#s please  go here .  For more information visit Purchasing Process for Parents . 3. Do Lesson Providers need a Criminal Record Checks (CRCs)? A reminder to HCOS Parents and all lesson providers: Provincial Regulations now mandate a Criminal Record Check (CRC) for anyone providing lessons to our students. Organizations need only provide a letter, on official stationery, that a CRC Policy for all staff and volunteers is in place. Individual Lesson Providers MUST have a CRC done through the Ministry of Justice (RCMP CRCs are not acceptable). HCOS cannot process and pay invoices unless a valid CRC or CRC policy has been confirmed. For more information and to apply for a Criminal Record Check, please contact the HCOS office at  office@onlineschool.ca . 4. What are FSAs? The  Foundation Skills Assessment  is an annual, province-wide assessment of British Columbia students’ academic skills, and provides a snapshot of how well BC students are learning foundation skills in Reading Comprehension, Writing, and Numeracy. These are standardized tests held for students in Grades 4 and 7.  These tests are not optional unless students meet a very narrow set of requirements for exemption. 5.  How do I access Moodle? Moodle is your students online classroom and is a required part of any online or hybrid course. In addition, some individualized teachers also use Moodle as a way to track submissions and other documents. For steps on how to access Moodle click here . (Moodle is still there for the next year for students who are finishing old courses; otherwise, we have transitioned to Brightspace.)  6.  How do I use the Learning Commons search portal? The mission for the HCOS Learning Commons is to provide Christian community, discipleship, innovation and literacy to all our patrons and staff. As we purchase our collection of digital and non-digital resources we try to discern what meets the needs of all our schools from a Christian perspective. Here is more information  for returning patrons . 7.  Why should a family value learning a second language? To find out more information on learning a second language please visit our second language page. 8.  What subscriptions does the Learning Commons offer? Online subscriptions are available to teachers and families through Learning Commons. To find out more information on specific subject related subscriptions, click here . 9.  How do Student Learning Plans (SLP) work? The Student Learning Plans (SLPs) are very important documents. It is the first document that the Ministry looks at when they are checking to see if we are following the government guidelines  ( SLP page ). 10. A re there are important dates that we should know? For specific information about deadlines and due dates please go to our SOPHIE page: Important Dates 2023/2024 Acronyms At Heritage Christian Online School we tend to use a lot of acronyms. Here is a chart to let help you understand the common acronyms that we use often. Acronym Definition BCOS BC Online School DL Distributed Learning Encom  The data base used for tracking all students FSA Foundation Skill Assessment HS Home School HCS Heritage Christian School HCOS Heritage Christian Online School IEP Individual Education Plan (written for children with IE funding and/or learning exceptionalities) KCCS Kelowna Christian Centre Society LS Learning Services IE Inclusive Education SLP Student Learning Plans Administration and Staff Contacts This page provides contact information for our school administration and office staff. Administration Name Title Email Contact For Information Regarding Sara Kraushar Academic Head of School skraushar@onlineschool.ca   Craig Kwiatkowski Business Head of School ckwiatkowski@onlineschool.ca   Jeff Laird  Director of K-9 jlaird@onlineschool.ca   K- 9 individualized program, i.e. enrollment, support teacher, etc. Chelsea Bitgood Director of Grad Program chelsea.bitgood@onlineschool.ca   Course selection and enrollment, graduation requirements, provincial exams and assessments, BCOS and cross-enrollment for grades 10-12 or adult students Calvin Johnston Director of Inclusive Education cjohnston@onlineschool.ca   The IE Program Bill Marsh IE Business Director bmarsh@onlineschool.ca   Finances in the IE Program Carmen Timmermans Director of Learning Services ctimmermans@onlineschool.ca   Access to  learning services supports for diverse learners Karen Roeck Director of Middle School Instruction karen.roeck@onlineschool.ca   Grade 5-9 online programs Christine Loewen Director of Learning Groups cloewen@onlineschool.ca   Face to face programs: Community Connections Learning Camps Pippa Davies Director of Learning Commons pdavies@onlineschool.ca   Learning Commons Resources Office Contacts Name Title Email Contact For Information Regarding Sarah Roberts Registrar sarah.roberts@onlineschool.ca   Enrollment Admissions Ted Gerk Director of Operations tgerk@onlineschool.ca   Computer leases Carole Chobot Receptionist  office@onlineschool.ca   General inquiries Aubri Reid Accounts & Purchasing Manager areid@onlineschool.ca   Student resource accounts Tuition Bursaries Albana Nicka Purchasing Lead albana.nicka@onlineschool.ca   Cynthia Duncalfe Curriculum Consultant cynthia.duncalfe@onlineschool.ca   Curriculum questions Chantelle Olsson-Chang Donor Relations Facilitator forward.together@onlineschool.ca   Interest in being part of our bursary support program Interest in being part of the Forward Together Campaign Claire Pollok Homeschool Registered Liaison cpollock@onlineschool.ca   Registered home learners Learning Groups Support Team Learning Groups lg@onlineschool.ca   Face to face programs: Community Connections Learning Groups  Co-ops Support Team Technical Support tickets@onlineschool.ca   Help desk Computer support Username and password for Encom  Phone: 1-877-862-2375 Margaret Basaraba Subscriptions Facilitator  margaret.basaraba@onlineschool.ca   Subscription Inquiries Curriculum Picks Home education can be overwhelming when trying to figure out what curriculum to use.  To help with this, here are a few suggestions: Familiarize yourself with the resources available to you through our  Learning Commons . Review our  Curriculum Picks  options by grade and subject to assist you in addressing the BC Ministry of Education learning standards. Remember, these options are pick-and-choose, you do not need to purchase the whole package. Visit our HCOS Christian Studies Curriculum website . This is an internal resource purposefully created to equip families with curriculum intentionally designed to meet our students where they are at in their faith and equip them to grow as they actively learn about God.  Select and purchase curriculum.  Orders can be placed through the HCOS Purchasing Department via the Curriculum Order Form . Please note that although these options are correlated to the content competencies, your support teacher may request additional evidence that the curricular competencies have also been met. This may require the use of digital technologies. For further information about the resources contact: Cynthia Duncalfe HCOS Curriculum Consultant Email :  cynthia.duncalfe@onlineschool.ca By appointment : https://calendly.com/cynthia-duncalfe   Foundational Beliefs Statement of Faith We believe in the Bible to be the only infallible Word of God inspired by the Holy Spirit. We believe that there is one God, eternally existent in three persons: God the Father, God the Son and God the Holy Spirit. We believe that God is the creator of all things. We believe in the deity of our Lord Jesus Christ, in His virgin birth, in His bodily resurrection, in His ascension to the right hand of the Father, and in the blessed hope of His personal & visible return to this earth. We believe that salvation is available to all who call on the name of the Lord Jesus. We believe that His shed blood on the cross is sufficient to cleanse every person of his/her sins should he/she choose to repent. We believe in the present day ministry of the Holy Spirit, in the indwelling of the Holy Spirit within each believer, in the baptism of the Holy Spirit, and in the gifts of the Holy Spirit. We believe in the unity of all believers in Christ. Therefore, we believe that man is to live in obedience to God's Word as a response to salvation in Jesus: to enjoy Him; to be directed by Him; and to please Him by doing justly, loving mercy, and walking humbly with Him. Code of Conduct Employees and contractors will agree with the Statement of Faith. Employees and contractors will conduct themselves according to high professional standards. Employees and contractors will avoid contentious and divisive behaviour, working to maintain a spirit of unity. Philosophy of Education Courses, curriculum, and teaching will be delivered from a Christian worldview and perspective. Biblical truth and discipleship are central to our delivery of education. Parents and teachers will encourage children to discover their gifts and calling in God. Parents are ultimately responsible for the education and discipleship of their children, supported by the church and school. Frequently Asked Questions This is a landing page that has been designed to direct you to specific FAQs in the varying departments here at HCOS.  General Tuition and Bursary K-9 Program Grad Program Learning Services Learning Commons Learning Groups General FAQs How do I obtain resources for the start of the school year? Families should contact their support teacher or Grad Program course teacher to discuss resources. Once resources have been agreed upon, you can make a curriculum purchase using your HCOS Purchase Order (PO) Number or through our Purchasing Department. For more information please see the following: Where to start when making a curriculum purchase? Where to start when making a lesson or activity purchase? Purchasing Forms Can I join HCOS during the school year?  Yes, if departments are not at capacity, we accept students year round. Once at capacity we will waitlist new applicants for priority acceptance. When does my K-9 support teacher contact me? Generally, support teachers will reach out to families toward the end of August. They will start by making sure they have your correct email address and then move to ensuring you have resources in place for the upcoming school year as they work with you to build the Student Learning Plan (SLP). Support teachers may reach out prior to the end of the previous school year, but the majority of communication starts at the end of August.  What does a school year look like at HCOS? HCOS follows a typical calendar school year, starting in September and goes until June. Our K-9 program encourages students to complete Individualized and Online Courses within this ten month time period, although there are times when short extensions are a viable option for both types of courses.  Students in our Grad Program have up to 1 year to finish their courses. Typically students will complete their courses from September to mid-June. Anything submitted by mid June will be reported during June report cards, however if students have yet to complete their courses they are welcome to continue working during the summer term.  To see important dates for our 2021/2022 school year, please visit our School Calendar for Families. How many hours per weekday should we be doing school at home? This answer will largely depend upon the grade your student is in, as well as the individualized learning plan developed to specifically meet your child’s needs.  As a general guideline, students in grades K-9 can allocate their time for core academic subjects as follows: 30 minutes multiplied by the grade of a student. For example, a grade 5 student should spend 3 hours a day working on Math, Language Arts, Social Studies, Science and a Second Language. In addition to the core academic subjects, students should also spend time working on the remaining four subjects, Christian Studies, PE and Health, Career Education and ADST. These subjects should be completed largely through activity based learning.  For students in our Grad Program, the amount of time will be based upon the student's course load. Each student course load varies in number and often varies depending on the courses chosen in any given year. As a general guideline, a student in our grad program can expect to work approximately 4-6 hours a week per course if they spread their course work over 10 months . If the need arises, can my child integrate back into a campus school? Yes, students that attend HCOS can integrate back into a campus school.  For students in grades K-9, it is recommended that this transition takes place between school years whenever possible.  Students in the grad program can also make this transition back into a campus school. The credits earned for completing courses through HCOS are reported to the Ministry of Education, their transcript will reflect these credits and will follow the student to another educational institution of their choosing.  Please feel free to connect with your support teacher, regional admin, or grad advisor as they can provide insight regarding this decision and can help with this transition.  Do you have face to face opportunities for students?  Yes, face to face opportunities are available to our families through Learning Groups. Learning Groups (LG) is a program that is committed to offering innovative, Christ-centered educational opportunities for home learners virtually and face to face, through a variety of activities offered in communities around the province.  For more information about these programs, please visit our LG Website How are curriculum, lessons and other school-related costs provided for? Please view our admissions page on our school website to find out more information regarding tuition and resources.  What is the difference between homeschool registration and distributed learning enrollment? For more information regarding the difference between Enrolled and Registered, please visit our Admissions page . Learning Commons resources available for Registered and Enrolled students vary, please visit our Overview of Access to Resources to find out more information. What is my role as a parent? We recognize parents as integral to the education of their children. In the Individualized approach your role is to collaborate with your child and teacher to design a unique Student Learning Plan (SLP). A SLP is designed according to the interests and learning needs of the student. Each SLP will be unique and will reflect your family's preferred method of learning. As a parent, you are in charge of supporting your child's learning by providing a suitable environment, offering educational resources to support the SLP, and communicating regularly with your teacher to provide information for assessment. Collaboratively the parent and teacher will work together as a team to ensure that each student experiences success throughout the year by achieving the goals set in the SLP.  If your child is enrolled in online courses it is your role to ensure that they are actively engaged in their studies, that they have access to the course via a computer and internet, and that they are communicating regularly with their teacher. You may also review all communication, via email, between your child and their teacher. View our Understanding Your Students SLP for more information. View our Accessing Moodle for Parents page . View our Viewing Student Moodle Progress page .  (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).   What is the Role of our teacher? Our teachers are in charge of overseeing your child's education, supporting your child as they work towards the goals in the SLP and assessing your child's progress.  In the Individualized approach the teacher's primary role is to guide, support and account for learning. Our teachers work with each family to help students achieve their goals as set out in the Student Learning Plan (SLP). They work hard to establish relationships with each home learning family. Our teachers oversee the assessment process and work together with the parent to ensure that the BC curriculum competencies are covered. In online courses our teachers communicate regularly with the student, offer synchronous instruction at scheduled times and will assess the assignments and work submitted to their online teacher. The teacher will administer tests, often with your supervision. You will receive abundant communication via email regarding your child's progress in each course. View our Assessment Chapter for more information.  Can I choose my own curriculum? Yes! You are free to choose from all curriculum in consultation with your support teacher. Our Learning Commons has been designed to provide families with great selection when it comes to curriculum resources, textbooks, subscriptions and even unit study kits. We also have a curriculum consultant who is available and would be happy to assist and advise you in choosing resources that best suit your needs.  Are you an accredited K-12 school in BC? Yes! We offer support from kindergarten right through to graduation. Our students who fulfill graduation requirements receive the BC Dogwood High School Diploma. Can you enroll students from anywhere in BC? Yes! We accept students from all regions in BC and aim to pair them with local teachers. What kind of computer do I need for online programs? Our online courses are designed to work on most popular operating systems and in most browsers.  Operating Systems: Windows macOS Chrome OS Linux Web Browsers: Mozilla Firefox Google Chrome Apple Safari Microsoft Edge Office Suites: Microsoft Office LibreOffice Google Docs Apple iWork Apps Notes Due to the nature of most courses, an iPad or other tablet will not be sufficient. Some courses may require a printer, and a digital camera or scanner. Our tech support is experienced with all technologies mentioned above, and can offer support via tickets@onlineschool.ca . Due to compatibility issues with iWorks (Pages, Keynote, and Numbers) students are advised to export as a Microsoft file prior to submitting. Do I need an Email address? Yes, an email address is required for the guardian of the student and this email will be used during the enrollment process and to correspond with your teacher(s).  Students taking online courses will need an email address to receive notifications of marking and important dates. Students may use the same email address as the parent.  If you need an email address, you can create a free one either through Gmail , or Outlook.com . Is internet access required, and if so, what type of Internet connection do I need? Yes, if you participate in our online school program then you will be required to have internet access. We recommend a minimum of 25Mbps per second to ensure smooth delivery of online content. What type of information is recorded when viewing this website?  Like most online services, we gather information that web browsers and servers typically make available, such as the browser type, language preference, referring page, and the date and time of each visitor request. We collect this information to better understand how visitors interact with our sites and services so we can further improve them. The information resides solely on our servers (in Kelowna, British Columbia) and will not be made available to external parties. Getting Ready for the Grad Program There are many skills that make the Graduation Program more manageable for our students. These are competencies that need to be built over time. Whether high school is just around the corner or a few years away, it is important to start building these skills now. Key Skills Independence During the grad program years, teachers want your student(s) to be able to show their own learning. They want direct communication with the student(s) they are teaching, assessing and evaluating. Students are expected to be independently motivated to move through the grad program with goals for their adult life driving the building of their transcript. Are your students able to communicate what they have been learning with their teacher by doing their own weekly reporting? This can change gradually, but by grades 7-9, students should be doing their own reporting. Do your children pursue their interests and passions on their own? Can your children follow a schedule for school? Do they take responsibility for getting things done on time, and moving forward in their courses? Ownership Your student(s) will be expected to drive their own educational plan, and complete goals on time schedules during the grad program years. Are your children involved in planning their program? Do they let their preferences be known? When they are struggling to learn a concept do they seek help? Do they understand the how/why of what they are learning? When things are difficult do they keep trying? Communication During the grad program years, your students will have up to six teachers they will need to communicate regularly with. They will need to be able to manage communication with different personalities and with different styles. Do your students communicate regularly with their teachers? Is their communication in the proper form? Do they answer questions in depth, or do they just touch the surface? Organization Students are expected to complete the assigned work on schedule. That schedule may vary from course to course, semester to semester.  Are your children able to manage their time? (What do I need to do? What is my step-by-step game plan for getting it done?) Do they plan their learning and follow their plan? (How am I going to get this done?) When they have outside activities (piano, soccer, etc.) do they have their supplies ready? Do they know strategies for help in this area (calendars, due dates, task lists, electronic reminders) Prolonged Time Individualized and online courses take time. They are created to take between 100-120 hours to complete, but for some students it takes even longer and some a quite a bit faster. Students are expected to spend a minimum of 4 to 5 hours on course related work five days-a-week in the Grad Program. This does not include things like outside lessons or activities. Are your children starting to spend more and more time “doing school”? Academic Preparedness As students progress through the grades learning and output expectations become more robust. During the grad program years even individualized courses have specific assignments from time to time that must be completed, mostly by writing. These are usually in-depth and require higher order thinking skills such as inference, synthesis and analysis as opposed to comprehension. Are your students digging deeply into topics or simply filling in blanks? Do your students understand how to express their opinions? Do your students understand the difference between input (reading a book, research, textbook reading, watching a video, doing a science experiment) and output, which a teacher can mark for evaluation and assessment purposes (essays, forum posts, slide shows, monologues, collages, political cartoons, science lab write-ups) Do your students write to show their learning in subjects like science, social studies, math and art? Building These Skills To help students develop these skills you can begin with some of the following activities: Online Courses - Through online courses students learn to communicate with their teacher, take responsibility for their learning and learn time management. Technology Skills – Move beyond social media and let your students use technology rather than having technology use them. Introduce them to Google Calendar, start a blog, learn to compress files, make a pdf, and learn about reliable websites, learn to use G-Drive, manipulate pictures, send email with attachments, use a wide variety of software that dovetails with interest. Group Activities – Educational group activities help students develop many of the above skills. Involve your children in Community Connections, Learning Camps, Youth Group, etc. Writing Skills – Writing is an extremely important skill for students in the graduation program. They need to be able to write emails using proper voice, they need to express what they’ve learned through reports and oral presentations. Even in subjects such as music, students are expected to write to communicate their learning so they can receive credit. Math Skills – Students need a robust math program to develop the skills for higher level math learning. Remember that not all programs cover all areas of learning.  Often topics such as geometry, measurement, financial literacy and probability are missed. Build time into your middle school program to cover these topics. Critical Thinking – Try to ensure that as your children progress through the grades they have opportunity to develop critical thinking skills. Simply filling in blanks in a workbook won’t build the skills necessary for life. They need to engage in discussions, projects, have time for analysis, express opinions and delve into deeper learning. Time Spent on School Pursuits—Train children to spend more time on school to the point where they are spending 5+ hours a day and feeling comfortable with that by the end of grade 9. HCOS Face-to-Face Communicable Disease Prevention Protocols HCOS protocols for face to face programming are formulated in alignment with HCOS Mission Vision and Values and in conjunction with  guidance received from the Ministry of Education K-12 Educational Recovery plan. Below are the general protocols that will be in place as we transition back to face to face learning this fall and promote a safe and caring learning environment for all. This page is updated as needed and is current with ministry information. Note: Nuances may vary per event, learning activity and region; the Coordinator will communicate information and protocols as applicable in that setting. Key points and on-site protocols to note: Enabling children to maintain face to face learning, recreational and social activities is important to their overall health and well being.  Prevention measures such as regular hand washing, staying home when sick, and choosing to wear a mask or face covering and respecting the personal space of others  continue to be seen by Public Health as effective at reducing the spread of COVID-19 and other illnesses.  Ensuring that Teachers, contractors and students are health aware by checking regularly for symptoms of illness (including symptoms of COVID-19) using a daily health check , and staying home when sick and unable to participate fully in routine activities. A continued regime to providing a clean and safe learning environment continues Frequently touched surfaces and shared equipment are cleaned and disinfected at least once a day and when visibly dirty. Vaccines are not mandated for staff and students over the age of 5 who could be vaccinated. The government will focus on encouraging greater vaccination levels across the province. Extra-curricular school activities will be governed by the wider provincial or local health authority orders. Respect for the personal choice of others to wear or not wear a mask. Respect for the personal space of others. Parent Initiated Activities  If a parent engages a third party to provide a learning activity for their child, it is the parents' responsibility to ensure reasonable health and safety measures are in place for those programs or services.  Learning Group School Run Programs and Events Parents are encouraged to review protocols with their child(ren), as appropriate, to help prepare for their attendance of face to face activities. Adults and children on-site are responsible for being health aware. To support this,  complete a Daily Health Check prior to attending an LG program, and stay home if sick (common symptoms associated with seasonal allergies are exempt, but please inform your coordinator for their awareness). If adult or student attendees develop symptoms of illness while on-site, the individual will be separated from the group and head home or be picked up. Each child should be provided snacks/lunch and a full water bottle, and basic school supplies, as appropriate to the Learning Group opportunity. A water bottle may be refilled; mouths should not touch fountains. While exercising caution and care for your community, any student without symptoms may still attend school if a household member develops new symptoms of illness, including testing positive for COVID-19.  If a student or adult participant is sick, let the coordinator know of the illness and stay home until symptoms disappear. If there’s a positive COVID test, follow the directions provided by public health .  If students are attending a field trip, only private vehicles will be used for transportation. If carpooling occurs, provide maximum ventilation, spacing as well as hand-washing. The host site's communicable disease plan will be reviewed prior to booking to help ensure student safety. For Community Connections (CC): Parents are requested to drop off and pick-up their child(ren) outside in areas designated by the Coordinator, respecting the personal space of others. Sources Provincial COVID-19 Communicable Disease Guidelines for K-12 Settings Safe Schools Website Information from BCCDC for vaccination for children ages 5-11 yrs HCOS Student Awards HCOS students have the opportunity to be recognized each year, based upon three distinct awards. These awards derive from our Learner Profile and connect to our Head, Heart and Hands model.  This page provides information about and outlines the requirements for each award. Honour Roll & Principal's List (Grades 10-12) Honour Roll To receive Honour Roll recognition at HCOS, a student must attain an average percentage of at least 80% in all subjects. A percentage of less than 60% or a grade of C-, I or F in any subject means the student is not eligible for the Honour Roll. Students in Grades 10 and 11 must have completed a minimum of seven courses with HCOS toward their Dogwood Diploma, one of which must be a Christian Studies course, by the June reporting period in order to be eligible.  Students in Grade 12 must have completed a minimum of six courses with HCOS toward their Dogwood Diploma, one of which must be a Christian Studies course, by the June reporting period in order to be eligible.  Courses must be completed within the school year, which includes the previous summer. For example, if a student is in Grade 12 during the 2021/2022 school year, courses completed from July 2021 until June 2022 count. Principal's List Based on the same Honour Roll Criteria above, the top 10% of Honour Roll students in each grade will receive the distinction of Principal's List. Calculating Honour Roll Standing Final course marks will be used to calculate Honour Roll standing. To calculate standing, total the percentages and divide by the number of subjects. For example: Calculate total percentage points by adding up the percentage earned in each course. Divide the total by the number of eligible subjects studied. This is the average. If the average is between 80%-100% and if all the criteria have been met, the student has achieved Honour Roll status. Principal's List status will be awarded to students identified as earning percentages in the top 10% of each grade. Character Award (K-12) The Character Award recognizes and promotes character development in our students. Each year teachers will have the opportunity to nominate students who demonstrate on a consistent basis, the qualities within our Learner Profile or Biblical Attributes Profile.  Teachers can find more information here . Service Award (K-12) The Service Award recognizes students who actively serve within their community. Students can receive this award by meeting the requirements below and completing the Service Award Form. Requirements: Students must show evidence of a commitment to serving their community outside of school-related activities. Volunteering, acts of service, or fundraising to support organizations must be practical and require an investment of time without pay. Complete the Service Award Form Volunteering with an organization: provide a letter or email of confirmation from the organization certifying the involvement and time volunteered. Volunteering outside of an organization: provide a letter or email from a parent confirming involvement and time volunteered. Fundraising to support an organization: provide a letter or email from a parent confirming involvement and time invested. Keep and submit a Service log Minimum Required Hours:  10 hours for students in Kindergarten to Grade 6. 20 hours for students in Grades 7 to 12.  Submissions must be received by May 15th of each year.  Some suggested areas of service are (but not limited to): Conservation/environment projects Volunteer work for a non-profit organization Serving at church  Helping your neighbours Fundraising to support a non-profit organization New Curriculum Purchasing Procedure New guidelines have changed how HCOS can process the purchasing of resources from companies that do not accept HCOS PO#s. Before filling out the order form, to check if a vendor accepts HCOS PO#s please go here . Instructions When you sign into Encom, you will see an option on the tool bar called Curriculum Resources. You will need to click this link to fill out an order form for curriculum purchases from vendors that do not accept your PO#. Click on the Curriculum Order Form to start the curriculum purchase. You will be able to order up to 10 items from a single vendor on the form. The template will not allow more. There is a note section on the order form where you can indicate if you are continuing the order on another form. If you want to make purchases from a variety of vendors, each vendor will require a different order form. When the I’m Done! box is clicked, you will be asked to fill in your teacher’s email address. If you have not been assigned a teacher, please use the email address of the Regional Administrator who accepted your student’s application to HCOS. A link to your order form will be sent to your teacher who will verify the order before purchases can be made. Please do not enter a password. That field is for teacher use only. Verification is required to ensure that the requested item/lesson are part of an active SLP, that there is sufficient funding for the purchase and that there is an equipment agreement, if necessary. Once the order form has been verified by your teacher, your curriculum order will be submitted to the purchasing office for processing. You will receive an email letting you know that the purchasing department will make the purchase within 3 – 5 days. If there is a problem placing the order, we will contact you. Your teacher may ask that a form be deleted when requested items cannot be approved. An auto-generated email will inform you of the deletion. The final piece in purchasing curriculum through the purchasing department is to check your funding in Encom to confirm that the order has gone through. Important Dates April 15th of each year: Current school year purchase order numbers are closed, no purchases (US or Canadian) can be made using these purchase order numbers. Last week of April: Incoming school year’s purchase order numbers are released. October 1st – April 15th: Lesson order forms are available. Lesson Purchasing Procedures As per HCOS policy, lessons and activities will not be available for purchase until October. Close to the time that funding is released for lesson and activity purchases, a link to the Recreational Program order form will be made available alongside the Curriculum order form in Encom. New: Lessons through a City, District or Municipality recreation center MUST be purchased using the online recreational program order form. Most of the other lesson/service providers WILL “invoice” (3rd party bill) HCOS for payment by cheque. Some guidelines that may be helpful: Many sports clubs (hockey, soccer, gymnastics, dance, etc.) are also willing to 3rd party bill as long as they are informed that there is a 3rd party (HCOS) potentially paying even a portion of the fees. Regardless of whether paid by cheque or credit card the government requires that HCOS have criminal record check (CRC) confirmation/clearance before paying for any 3rd party lessons. It is recommended that parents call the HCOS Head Office to make a quick check in our database to make sure the lesson provider is approved or whether that process still needs to be completed. All lesson providers must supply copies of their Criminal Record Check (CRC) policy before payment can be made. CRC policies need to be in compliance with Ministry guidelines. The recreational program order form will only be for those vendors who will not third party invoice HCOS and require credit card payment (exception: City and Municipality Recreational Centers which must use the recreational program order form). For further information, contact the purchasing office: Albana Nicka, Lead Purchaser: albana.nicka@onlineschool.ca   Online Course Preview - Guest Pass If a family would like to preview an online course before committing to it as a part of their education plan, they can send an email to office@onlineschool.ca to request access. The office will send them a username and password for a guest login pass. Online Session Recordings A key component of synchronous courses is the ability for students and teachers to build relationships and community through online sessions.  To accomplish this, Heritage Christian Online School has been using Zoom for over 4 years and we believe it is an excellent platform to provide social interaction while educating remotely. We also recognize that there has been a great deal of media coverage around Zoom and privacy issues, which may cause you concern.  Zoom has moved to quickly address a significant majority of these and is committed to addressing the rest. In addition, BC's Ministry of Education has done their due diligence and determined Zoom provides a secure platform with proper protocols in place to address student privacy and security. In order to facilitate teaching and create a sense of community, especially in a time when we are being asked to practice physical distancing, some teachers choose to make recorded sessions available to students who are unable to attend every session. Recordings will help to ensure they do not feel left out or behind. Videos are recorded locally. Our teachers do not use the Zoom cloud recording service, which ensures the footage is not stored with Zoom. Teachers who record synchronous sessions will share links through two approved methods: Vimeo : We have elected to use Vimeo because it allows us to make videos private and easily provide them to students via Moodle or by a password provided to parents. Videos are restricted to services we host. Google Drive : For students not in Moodle we’ve elected to use Google Drive and link sharing restricted to accounts that are authorized.  Teachers will grant Viewer access and share it with parent addresses only. Teachers may also opt to share directly with their students if they are using Google Classroom. (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  We believe that these options provide a secure means of ensuring a student can “be present” while not able to attend.  If you are not comfortable with your child being recorded, please feel free to turn off the video and audio during the class. If that is insufficient please contact your teacher to determine if there are alternatives to ensure your student is still able to participate. For more information please review our Online Session Recording policy. If you have questions or concerns please email zoom@onlineschool.ca . Parent Acknowledgement and Consent Prior to attending a Zoom session that will be recorded please ensure you have filled out the Online Recording Consent form. Your teacher will receive a notification of your consent. If the form has not been filled out students will not be allowed to attend. Please speak with your teacher before filling out the form above. Not all courses will be recorded or use Zoom in this manner, so the form is not required of all families. Your teacher will notify you if it is required. Online Session Recording Policy Ensure all parents are aware of the possibility of a recording and acknowledge and complete the Online Recording Consent form and ensure no student whose parents have not consented is included in a recording. Will upload the video to one of two approved sources: Vimeo - ensuring all videos are set to Private and have a password Google Drive - ensuring the link is only shared with individual email addresses Will ensure the link for the video is not made available publicly or provided to anyone not enrolled in the class or persons who have signed the Kelowna Christian Center Society confidentiality clause. Work with families, to the best of their ability to find alternatives for students who want to attend but whose parents do not want their image or name in a recording. Where a solution cannot be reached the student will be unable to participate in live sessions. Plagiarism Information for Parents What is plagiarism? As a school, one of our core values is integrity. We expect that all HCOS students act with integrity and make every effort to present original work when submitting assignments, citing outside research to give credit to other authors when appropriate. Academic dishonesty (e.g., cheating, plagiarism) occurs when a student takes credit for work that is not their own.  The Merriam-Webster Dictionary (2022) defines plagiarism as: to steal and pass off the ideas or words of another as one's own; to use another's production without crediting the source. Credit, in the form of a citation, must be given for any content in an assignment that is not original. It is important for students to develop healthy habits of academic integrity when researching, creating, and sharing their work. As we study and learn in an increasingly digital world, it is important to give credit for both written and visual sources.  What does the Bible say about plagiarism? The following excerpt from Got Questions Ministries (2022) outlines plagiarism from a Biblical perspective: Plagiarism is the act of taking someone else’s work or ideas and presenting them as your own. Plagiarism is most commonly associated with written work, such as research papers or books, but it can also occur with artistic expressions or in spoken work, such as a speech. While it is true that imitation is the highest form of flattery, such imitation is only flattering when proper credit is given to the original. When proper credit or permission is not given, imitation becomes plagiarism. Plagiarism is dishonest because it advances a falsehood, passing off as one’s own the work of another, and the Bible has much to say about lying (e.g., Exodus 20:16 ; Proverbs 6:17 ). Plagiarism is also self-seeking, since the plagiarizer attempts to promote himself through the stolen work, and the Bible condemns self-seeking (see Romans 2:8 ; Philippians 2:3 ; 2 Timothy 3:2 ). Plagiarism is also stealing, and the Bible has much to say about the evils of stealing (e.g., Exodus 20:15 ). To steal is to take something that belongs to another, without permission, and make it one’s own. It’s easy to see how taking someone’s physical property is wrong. But taking someone’s intellectual property is just as wrong. Ideas, creative work, and written expressions belong to the person who created them. Plagiarism takes from the creator what was produced from his or her own mind and heart. Plagiarism robs authors, artists, musicians, and other creators of their right to profit from their own original work. It also robs them of the right to build a reputation based upon their work. Stealing is a sin that was part of our old lives, not to be continued after we meet Jesus ( 2 Corinthians 5:17 ). Ephesians 4:28 says that stealing must be replaced with something good: “Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need.” This principle applies to the theft of intellectual property as well. If plagiarism has been a part of someone’s old life, it must be renounced and confessed to the Lord as sin (see 1 John 1:9 ). In order to live in honesty and integrity, we must give proper credit to people whose work we admire, and we should request permission before using the work of others as part of our own creations. Plagiarism has no part in the life of a follower of Christ ( 1 Peter 4:15 ). How can I equip my child with tools to avoid plagiarism? Plagiarism can be discussed with children as young as preschool using age appropriate language and examples. Review Learning Commons resources for Grades K-5 Research Skills and Grades 6-9 Research Skills to integrate research skill building with other curricular areas.  If you come across plagiarism in your child’s work, please reach out to your support teacher or subject-specific teacher (e.g., online, CC+) to inform them and utilize their support in helping your child to not plagiarize.  As your child enters the middle school grades, review the HCOS Academic Integrity Policy with them so they clearly understand what plagiarism is, how to avoid it, and consequences for submitting plagiarized work at the middle school and grad levels. You can also sign up for Grammarly for Students by following the instructions on this SOPHIE page . Additional resources are available at the following links: Subscriptions Tools for Teaching Students How to Do Research Citing Digital Images Did I Plagiarize? The Types and Severity of Plagiarism Violations (Newbold, 2014) Can I Use That Picture? (Newbold, 2014) References Got Questions Ministries. (28 October, 2022). What does the Bible say about plagiarism? https://www.gotquestions.org/Bible-plagiarism.html Merriam-Webster, Incorporated. (2022). Plagiarize. https://www.merriam-webster.com/dictionary/plagiarize Newbold, C. (14 July, 2014). Can I use that picture? The terms, laws, and ethics for using copyrighted images. The Visual Communication Guy. https://thevisualcommunicationguy.com/2014/07/14/can-i-use-that-picture/ Newbold, C. (16 September 2014). Did I plagiarize? The types and severity of plagiarism violations. The Visual Communication Guy. https://thevisualcommunicationguy.com/2014/09/16/did-i-plagiarize-the-types-and-severity-of-plagiarism-violations/ Resource Vendor Directory After consultation with their support teacher, parents may purchase curriculum from vendors of their choice. Vendors on the list below have provided instructions on the best way to make a purchase from them. Please read the instructions carefully and make your order as indicated in the instructions. A vendor's inclusion on this list does not imply HCOS endorses their product.  Families are encouraged to research each curriculum carefully prior to purchasing to ensure it is a good pedagogical and philosophical fit. Families may also wish to take a look at these Curriculum Picks , which are "all-in-one kits" perfect for assisting the beginner homeschooler. Additionally, our Curriculum Consultant has pulled together a list of Curriculum choices to help parents learn more.  All purchasing MUST be completed by 11:59 pm on April 15th for the current school year. Remember, even if your favourite is not on this list, the chances are that we can get it for you! Let us help you! Email areid @onlineschool.ca to start the process. Please Note: Parents who order from International vendors to Canada are responsible for any customs or brokerage fees. Unfortunately, parents CANNOT ship to a US address, as HCOS, as the owner of the curriculum, would be liable for brokerage and customs fees.  Information about HCOS Purchase Order (PO) Numbers HCOS (PO) numbers are issued after successful enrollment and receipt of all required documentation. You will need a PO number to order or buy directly from these vendors as schools are not able to reimburse parents for curriculum purchases. Curriculum on Loan Agreement: Please refer to this page for details. Lessons: Can be billed in two installments (September to January and February to June). Separate invoices are required for each installment. Returns: All refunds and credits are made to HCOS, not to parents. Credits must be used to purchase further materials from the vendor. Vendor Refund and Purchasing Policies: Please carefully read over each vendors refund and purchasing policies prior to making a purchase.  Resource Vendor Directory Vendors Subject Related How to Place an Order ABB Creations Ltd Language Arts Phone : 1-877-368-7890 Email : learn@itchysalphabet.com ABC Academic Books Inc. General In Store : give PO# at time of purchase Phone : 604-222-2772 ABC Christian Store (Seventh Day Adventist Book Store) Bible Phone : 604-859-2566 or 1-800-765-6955 Abeka Book General Please visit SOPHIE for information on how to make a purchase from Abeka Books and Abeka Academy Amazon.ca Use the Curriculum Order form to place your order. Anchor Academic Services Comprehensive Phone : 604-372-0240 Toll Free : 1-800-276-0078 Online : at checkout there is an option to bill the school using your PO# information  Answers in Genesis Bible & Science Phone : 1-855-513-0225 Bennett Projects Language Arts Please go to the contact section of their website; leave a comment with what you would like to buy, along with your name, address and PO number. BJU Press General Phone : 250-338-8454 Email : paulcindyjohnson@mac.com Contact is Cindy Johnson. Blue Mantle Educational Supplies General Online : there is a place to enter PO#. Be sure to write the school name in the comment space. Brave Writer Language Arts Email: help@bravewriter.com . Include PO#. Bridge the Gap Math (Laurie Beesting) Math Email: info@bridgethegapmath.ca . Please Include: school name, PO#, quantity required, student name, delivery address, contact telephone # Contact is Laurie  Camp Homewood Bible Register Online: Place $100 deposit. Upon receipt of registration, Camp Homewood will invoice HCOS. When they receive payment the deposit will be returned to the parent. Canadian Home Education Resources (CHER) Comprehensive Online : there is a place to enter PO# and include school name. Castle Rock Research BC General Email : orders@castlerockresearch.com . Include PO# & school name with order. Center for Literary Education Language Arts Email : adam@centerforlit.com Mail : CenterForLit, 3350 Beck Rd, Rice, WA 99167 USA. Include PO# & school name with order. Chacha & Chicky Supplies Corp Science Online : Visit our website, click on the “Home Schooling” tab at the top of the page and complete the Order Form Christian Book & Music Bible, Language Arts & General Phone: 1-800-663-6259 Email: victoria@christianbookandmusic.com . In store: Give PO# at time of purchase. Christian Light Publications General Use the Curriculum Order form to place your order. ChristianBook.com Use the Curriculum Order form to place your order. Classical Conversations Use the Curriculum Order form to place your order. Classical Education Books General Place your order online and choose PO# as the  payment option. Enter your PO#, HCOS as the school name and the email address accounts@onlineschool.ca *If you have any questions, email info@classicaleducationbooks.ca . As per Classical Education Books refund policy, they will not accept returns for any orders purchased through PO’s. Classroom Complete Press General Teacher initiates order by Email: service@classroomcompletepress.com Include family address, PO#, school name & amount of purchase. CMCO Publications General Phone: 807-487-1071 Email: orders@cmcopublications.org Please tell us which organization to bill the order to, the PO#, and the ship-to address. Online: If you order from the website, please add this info in the comments. Coho Books Language Arts Online: Include PO# information Email: info@cohobooks.com . Include PO# and School name with order. Creation Ministries General Phone: 1-888-251-5360 Creation Science of B.C. Bible & Science  Phone: 778-887-3971 or 604-535-0019 Email: info@creationbc.org Crescent Beach Publishing Math Email: rjmickelson@telus.net . Include school name, PO# and HCOS fax number: (250) 762-9277 with order. Fax: 604-538-5454 Diana Waring Presents General Email: orders@dianawaring.com Phone: 1(765) 617-4739 Include PO#, School name as well as the families mailing address, email address and phone number. Digital Frog International Science Online: choosing to pay by PO#, send PO# and School name. Please Email thefrogladies@digitalfrog.com after ordering. Donna Ward Social Studies Online: www.donnaward.net . Enter your P.O.# and School contact information in the appropriate fields on the address page. You can enter different Bill To and Ship To addresses. Then choose the Pay by Cheque option. Dynamic Classroom Inc. (Math Help) Math Phone: (604-592-9309) Email: orders@dynamic-classroom.ca Evan Moor General Parent sends in order to be invoiced - include HCOS account number (Call HCOS Purchasing office for account number - 250-862-2376) Online: There is a place at check out to include PO# - Include school billing information and your shipping info. Contact: Lorin Tash @1-800-777-4362 EXT 136 Gather 'Round Homeschool   General Use the Curriculum Order form to place your order. Minimum order requirement on digital items is $130CAD or $95USD before shipping and taxes Great Commission Languages - French Second Language Email: Peter Sherwood at peter@theeasyfrench.com . Great Commission Languages - Spanish Second Language Email: Peter Sherwood at peter@theeasyfrench.com . Heritage Resources Comprehensive Online:  Please enter your name & mailing address. Once your order is ready to be placed, select purchase order for payment. You can select the school & enter your PO number.  Hewitt Homeschooling Resources Language Arts Email: sales@hewitthomeschooling.com . Include PO#, shipping Info & HCOS account (Call HCOS Purchasing office for account number - 250-862-2376) Take Note: the shipping cost will be approximately $40.00 to $60.00. Homeschool Buyers Co-op Use the Curriculum Order form to place your order. Homeschool Potpourri General Email: books@hspbooks.com In store: Give PO# at time of purchase. House of Ja mes Bible, Language Arts & General Phone: 1.800.665.8828 Email: info@houseofjames.com   Online: Enter PO# & School for billing in the Notes Section. Indigo Use the Curriculum Order form to place your order. Inheritance Publications General We always accept P.O.s and prefer it that customers forward the invoice to the school. Institute for Excellence in Writing Language Arts Phone: 1-800-856-5815 for our customer service team.  *Must be placed over the phone Iron Oxide Art Supplies Art We currently do not have an ordering system on our website. Orders can be placed by email at willow@ironoxide.art , by phone at 250-591-4766 or in person in the store. Joy Center of Learning General Phone: Toll Free 1(800) 653-4231 Junior Genius Kits Science Kennedy’s Parable Bible Online orders are completed within the store and require the PO# along with the student's and parent's full name to complete the transaction. If it is something we do not carry on a regular basis then we require payment up front for the products/books. Normally ordering something that is not regularly carried takes about 2 weeks to come to the store. If it is a purchase in store, then we would require the same information as an online order. There is a possibility that in future we will require the phone number of the customer. Kingdom Quilts Art Email: m.platt@kingdomquilts.com to place your order. All HCOS students receive 10% off. Kiwi Co Use the Curriculum Order form to place your order. Living Books Curriculum (Charlotte Mason) General Email: charlottemason@gmail.com Include PO# and School name Loadza Toyz General In store: Give PO# at time of purchase. Malachi Man General Email: Richard Snyder richard@malachiman.com . Marshall Cavendish Education General Online: There is a place to include PO# and School name with order. Contact person Norma Palazzo, 800-821-9881 Ext. 337 MathCanada (Math-U-See) Math Phone: 250-590-6761, Toll Free: 1-888-854-6284 Online: entering your HCOS PO # at checkout Milestone Books - Rod & Staff General Phone: 1-800-761-0234 Email: office@milestonebooks.com Online: Enter your shipping info & school billing info. At check out, choose payment by mail then in the note section, enter PO# and School name. Mulberry Bush Store General Email: mulberrypv@shawbiz.ca Include PO# and School name. In store: Give PO# at time of purchase. My Father's World General Phone:  573-202-2000 Give PO# and school name at time of purchase. My Homegrown Symphony Music Online: www.myhomegrownsymphony.com   Please put the schools billing information and the families information under “shipping”. If it is a digital resource, please enter the families email address, instead of the schools, as all the digital material goes to the email address provided. Nicole the Math Lady Math Email: info@nicolethemathlady.com . Please include: School name and Desired membership. Northern Lights Academy General Complete the purchase request form by clicking third Party Funding on the classes tab. Northwest Treasures Science Online: Northwest Treasures Phone: (425) 488-6848 Odin Books General Orders for Odin Books have to go through the HCOS Purchasing department. One Year Adventure Novel / Clear Water Press Language Arts Phone: 1-888-481-4550 Outschool Use the Curriculum Order form to place your order. Parasource / Sunday School General Phone: 519-442-7853  Toll free:  1-800-263-2664. Please include the PO# and the school account number when making purchase. (Call HCOS Purchasing office for account number - 250-862-2376) Precept Ministries Canada Bible Online: Enter the appropriate PO# in the Notes section at checkout Rainbow Horizons Publishing / Classroom Complete Press General Teacher places order by Phone: 1-800-663-3609 Include parent shipping information, items and amount allowed for order. Specify that this is a Canadian order. They are sister companies so they both accept PO# 28.08 AN Regent College Bookstore General Email: regentaudiohelp@regent-college.edu . *Purchases must be completed through email, as website doesn't handle orders. Right Start math (Activities for Learning) Math Email: info@rightstartmath.com Scholar's Choice General Online: At check out there is a place to enter PO#. Make to enter Shipping address & HCOS Billing address. Scholastic General Email: custserve@scholastic.ca Include Billing Address, Parent Name, Shipping Address, Student Name, PO# along with a verification letter from HCOS (contact HCOS main office for letter) on letterhead which lists the parent’s address for shipping and states that the student is enrolled with Heritage Christian Online School. School House Teaching Supplies General Phone: 250-385-9030 Email: schoolhouseteachingsupplies@shaw.ca . Orders must be accompanied by a letter from the teacher stating that the family has enough funding for the order to go through. Schoolio Learning Corp General Families can enter their PO number in the coupon field, once ready to complete the order.  Science Shepherd Science Email: contact@scienceshepherd.com Smarts General Online: Enter PO# & school name in note section. Phone: 250-515-0775 Sonlight Curriculum General Email: main@sonlight.com In subject line enter: PO# Order Spectrum Educational Supplies General Email: customerservice@spectrumed.com with the following information: Billing address: Heritage Christian Online School 905 Badke Road, Kelowna, BC V1X 5Z5 Shipping address: Your Address PO# Your PO Number Itemized list of items to be purchased. Spelling You See & Analytical Grammar Language Arts Phone: 250-590-6761 Toll Free: 1-888-854-6284 Online: enter your HCOS PO # during the checkout process StyleWriter Canada Language Arts Online: PO Information boxes are included on the Check Out Page.  Teaching Textbooks Math Email: purchaseorders@teachingtextbooks.com with the following information: Purchase Order Number, Parent's Name, Physical Address & Products needed. Please note Teaching Textbooks no longer accepts orders via phone. The Good and the Beautiful General Email: support@goodandbeautiful.com Please include the subject line: Heritage Christian Purchase Order. The Great Canadian Adventure Social Studies Online: Submit orders via email/website message stating the name of your board, PO number, and shipping address. The Learning House Comprehensive Use the Curriculum Order form to place your order. The Teachers' Learning Store General In Store: the vendor has a form to be filled out with PO# information. Online: There is a space to enter PO#. Tree of Life School & Book Service General Email: dflewelling@treeoflifeathome.com Online: Include PO# and School name in comment section. Usborne Books Language Arts Families will order through their local distributor, making sure the distributor is an approved vendor through HCOS. Contact areid@onlineschool.ca to confirm or ask the distributor if they are an approved vendor.  Vernon Teach and Learn General In Store: Give PO# at time of purchase. Online: Customers can now use PO at time of purchase. Voice of the Martyrs Canada Bible Use the  Curriculum Order  form to place your order. Volume One Bookstore General Use the  Curriculum Order  form to place your order. Winter Promise Publishing General Phone: 231-303-1028 Wintergreen Learning Resources General Phone: 1-800-268-1268. Ask for Customer Service. If you have a particular vendor you would like to see included have them contact us: Interested vendors should contact our school office via email at: info@onlineschool.ca Resources and Curriculum All purchasing  MUST be completed by 11:59 pm on April 15th  for the current school year. Remember, even if your favourite is not on this list, the chances are that we can get it for you! Let us help you! Email  tgerk@onlineschool.ca  to start the process. Please Note: Parents who order from US vendors to Canada are responsible for any customs or brokerages fees. Parents CANNOT ship to a US address, even with cheaper postage, as HCOS, as the owner of the curriculum, would be liable for brokerage and customs fees. We offer a variety of resources to help families get curriculum and other school supplies such as pre-made resources packages, and science kits. Be sure to look through our extensive list of Resource Vendors which accept HCOS PO numbers! Resource Vendor Directory View an extensive list of approved vendors, curriculum suppliers, and educational service providers which accept HCOS Purchase Order numbers. New Curriculum Purchasing Procedure New guidelines have changed how HCOS can process the purchasing of resources from companies that do not accept HCOS PO#s. Computer/Tablet/iPad Lease Form HCOS families with curriculum funding are sometimes able to take advantage of our computer/tablet lease program. Lesson Invoice Submission Form Lesson providers are able to use our online form for submitting lesson invoices. Learning Commons Resources Our Learning Commons provides a vast spectrum of resources for every grade and subject.  Unit Study Kits  are an excellent way to address standards in a variety of subjects.  Additionally, please refer to this detailed  Curriculum Options  page for print curriculum recommendations. Curriculum Picks We have collaborated with resource vendors to develop curriculum packages that will help you meet the requirements of BC’s new curriculum standards. HCOS Christian Studies Curriculum  We have intentionally designed an internal Christian Studies Curriculum for students K-12. This website provides a variety of engaging activities, projects and modules that will equip families with resources to support and inspire spiritual growth in the lives of our students. Safety for at Home Learners Fire, Earthquake, Lockdown and other emergencies can happen at any time or place. Just because a student is learning from a home environment doesn't mean they are free from danger. Emergency preparedness helps students and families be ready and act in ways which will give the best chances of survival during and emergency.  Emergency Preparedness  Students and families need to be prepared and know how to handle and respond to emergency situations.  Families should prepare and practice for the following: Fire Drills - 6 times per year Earthquake Drills - 3 times per year Lockdown Drills - 2 times per year ​ Other emergency situations (determined by location e.g. forest fire, flooding etc.)  This information is taken from  http://safetydrills.weebly.com/  Student School ID HCOS can provide School ID for any of our students. To request a School ID card please fill out the following form. Strategic Plan SOPHIE Heritage Christian Online School designed SOPHIE to be a central resource that houses procedures and helpful information for staff members and families.  SOPHIE  is actually an acronym which stands for  S tandard  O perating  P rocedures &  H elpful  I nformation  E ncyclopedia. SOPHIE works best if you view it like a library. There are Books available and within each of the books are chapters and pages. The chapters titles provide a general overview of what type of information will be found on the pages within. For Example: Please note that chapters are orange and individual pages are blue. However, the one down fall of this library analogy is that SOPHIE was not necessarily intended to be read like a book (from cover to cover and page to page). And that is where the word "Encyclopedia" is important. SOPHIE has a variety of information and so we encourage families to use SOPHIE like an Encyclopedia, to pop in and find the specific information they are looking for and to pop back out. To help locate a specific topic, use the search function located on the top right-hand side. Our hope is that SOPHIE can answer and provide some information to general questions that you may have.  Tips and Tricks to Search in SOPHIE: Use 1-2 key words  Use "quotation marks" to narrow the search  Example: "Course Preview"     StudyForge Subscriptions StudyForge is an amazing digital curriculum used by thousands of students across Canada and the US.  As an HCOS student, you have access to StudyForge math and science courses that meet British Columbia's learning outcomes. In these courses, there are thousands of helpful and meticulously crafted videos along with practice questions. It can be used as a primary curriculum for individualized courses or as a supplement to other math and science programs. Available Courses Math Science English Math 5 Math 6 Math 7 Math 8 Math 9 Science 5 Science 6 Science 7 Science 8 Science 9 English 5 English 6 English 7 English 8 English 9 Cost $30 per year per subject.  HCOS will automatically deduct this from a student's additional resources in Encom once they have accessed StudyForge. Getting Started Step 1 - Create an Account Go ahead and create an account here . Step 2 - Join Your Teacher's Group Once you have created an account you will have access to sample material in StudyForge. In order to access the full courses, you will need to receive a join code from your teacher. Here are the instructions on how to join your teacher's group once you have received a join code. Helpful Articles Here are some helpful Knowledge Base articles to help you use StudyForge: How do I do a lesson? What can I do in a practice question?   Vaccination Reporting Regulation BC's new Vaccination Status Reporting Regulation has been updated and HCOS will continue to provide student lists to the Ministry of Health as requested. HCOS will not be requesting or tracking the vaccination status of students. To view the latest information of what is required of Heritage Christian Online School by the BC Government, please see here . If you have any further concerns regarding this please contact Ted Gerk , our Privacy Officer.   Week of Welcome 2023 Click the link for your region or scroll down. Interior Lower Mainland North Island Interior Shuswap / Salmon Arm Date: Friday September 8th Time: 12:30-2:30 pm Address: Blackburn Park, 480 5 Ave SW, Salmon Arm, BC V1E 1V4 Parking: Lots of parking right at the park Event: Spray park, picnic tables, large field Bring: A picnic lunch. Swimwear/towels is optional. Sparwood Date: Monday, September 11th Time: 11am-2pm Address: Sparwood Splash Park, Red Cedar Crescent, Sparwood, BC V0B 2G0 Event: We'll have a time of organized games, park fun and a picnic. Sport equipment such as soccer and basketballs will be provided.  Bring: Families are responsible to bring their own food, beverages and picnic chairs.  Please Register here: https://docs.google.com/forms/d/e/1FAIpQLSfD8QCYlQGjc-LT3r6eOWxWYgfki-_Qon06xVOfowFDKXftqA/viewform Cranbrook Date: Thursday, September 14th Time: 1:00 pm- 4:00 pm Address: Idlewild park, 34th Ave & 9th Street S, Cranbrook Parking: Park in the main parking lot or near the play structure Event: Some organized games starting at 1:30pm and free time to hangout and connect with other families from 3:00pm - 4:00pm Bring: Appropriate dress for the weather, a snack, a folding chair if you want a comfortable place to sit, and a filled water bottle to drink. Please Register here: https://docs.google.com/forms/d/e/1FAIpQLSeu7FTnsO2nfLm6vvhXJMR3wr7b480Pk5CL_zhIj4lDc9FqnQ/viewform?vc=0&c=0&w=1&flr=0&pli=1 South Okanagan Date: Friday, September 8th Time: 4-6 p.m. Address: Sun-Oka Beach Provincial Park, Okanagan Hwy, Summerland, BC V0H 1Z4 Parking:  Event: We’ll have watermelon, ice cream, sandcastles, and fun! Bring:  Kelowna Date: Sept 15 2023 Time: 10 am-12:30 pm Address: Green Bay Bible Camp, 1449 Green Bay Rd, West Kelowna, BC V4T 2B9 Parking:  Event: Photobooth, face painting, basketball, lawn games, a nature hunt and bingo for parents! Bring: Lawn chairs or picnic blankets and family water, snacks, hats and sunscreen.  (Please note: only the grass space will be in use and there will be no beach or water access) Kamloops Date: Friday, September 22nd Time: 10 am - 12 pm Address: Riverside Park, 100 Lorne St, Kamloops, BC V2C 1V9 Parking:  Event: Face painting, photo booth, lawn games, social games, crafts and treats Bring:  Vernon Date: Thursday, September 7 Time: 12:30 to 3pm Address: Paddlewheel Park, 7815 Okanagan Landing Rd, Vernon, BC V1H 1K8 Parking:  Event: Join your HCOS Community as we celebrate the start of a new year with a card-board boat building challenge! (Students will work in teams of 4 to 8 to design and build a sturdy, floatable boat with two paddles out of only cardboard and duct tape.  (No motors or floatation devices allowed!)  All assembly must be done on location, and groups will include students of different ages. Boats must be finished by race-time at 2 p.m. The floatability of each boat will be tested in the water – so be prepared to get wet!  The first three teams to make it back to the shore with the two paddlers still in their boats will win a prize! Families are also welcome to build sand-castles on the beach!) Bring: Snacks and life-jackets (if needed) and if interested, sand-castle building supplies Please Register here: https://docs.google.com/forms/d/e/1FAIpQLSfBN3A5-Pl8VvZPqNOpz8Urm10k0iLfE4ehR4QMuLQBd7xVHg/viewform Lower Mainland Burnaby Deer Lake Date: Wednesday, Sept. 6, 2023 Time: 10 am to noon (stay as long as you'd like though!) Address: 5435 Sperling Ave, Burnaby Parking:  Event: Back-to-school Picnic. Bring: Snacks, frisbees, spike ball, kayak for on the lake or other games!  Cultus Lake Date: Thursday, Sept. 7, 2023 Time: 10 am to noon (stay as long as you'd like though!) Address: Entrance Bay Campground, Day Use Area Parking:  Event: Back-to-school Picnic. Swimming with parent supervision if the weather is nice. Bring: Snacks, frisbees, spike ball, paddleboards, kayak, spike ball or other games! Langley Walnut Grove Community Park Date: Friday, Sept. 8 Time: 10 am to noon (stay as long as you'd like though!) Address: 8919 Walnut Grove Drive, Langley ​ Parking:  Event: Back-to-school Picnic. Bring: Snacks, frisbees, soccer ball, spike ball, or other games!  Sunshine Coast, Porpoise Bay Date: Friday, September 15 Time: 5:30pm Address: https://bcparks.ca/porpoise-bay-park/ Here is a spreadsheet for listing the food you plan to bring North Northwest Date: Friday, September 22nd Time: 12:30 - 3:30 pm Address: Aspen St Park in Thornhill (3633 Aspen Ave, Thornhill, BC, V8G 5C9) Parking:  Event: Play, Pizza and Meet + Greet Bring: Burns Lake Date: Monday, September 25th Time: 11 am - 1 pm Address: Burns Lake Spirit Square, 111 Flogum St, Burns Lake, BC V0J 1E0 Parking:  Event: Scavenger Hunt - Picnic Bring:  Prince George Date: Thursday, September 14 Time: 10 am - 12 pm Address: Lheidli T'enneh Park, 17th Ave, Prince George, BC V2L 3X9 Parking:  Event: Join us near the playground for snacks, games and connection Bring: A blanket or chair Fort St. John and Area Date: Friday, September 15th Time: 11 am - 2 pm Address: 13261 Sunnyside Dr, Charlie Lake, BC V0C 1H0 (Green house across the road from the gun range entrance) Parking:  Event: Hot Dog Roast, Free Books and access to the Lending Library Bring: Your own snacks and drinks (No washroom on site) Island Mid Island: Port Alberni, Oceanside, Nanaimo  Date: Thursday, September 21st Time: 1 - 3 pm Address: Parksville Community Park, 193 Beachside Dr, Parksville, BC V9P 0B1 Parking:  Event: Sandcastle Contest Bring:  RSVP: cstewart@onlineschool.ca North Island: Comox Valley, Campbell River and North Date: Friday, September 8th Time: 10:00-12:00 Address: 1720 Miracle Beach Dr, Black Creek, Miracle Beach Provincial Park Parking:  Event: Sports Day Bring: Water, snacks, shoes for sports relays and activities, and beach toys Victoria Date: Tuesday, September 19th Time: 10 am - 12:30 pm Address: Beckwith Park, 857 Beckwith Ave, Victoria, BC V8X 3S3 Parking:  Event: Park play, soccer, and board games Bring:  RSVP: tensing@onlineschool.ca Powell River Date:  Time:  Address:  Parking:  Event:  Bring:  Chemainus Date:  Time:  Address:  Parking:  Event:  Bring:  Curriculum & Computer Deposit Process This process does not include grade 10 - 12 students or any resources purchased using IE funding. As a quick refresher, HCOS families must sign a curriculum loan agreement every year because, by law, all curriculum paid for by the school is owned by the school. The current agreement results in families needing to either return any curriculum received using Encom funds or purchase it from the school. Over the years, we have received feedback from families on this process. The central themes of concern have been: Not knowing how much it will cost when they leave or graduate from HCOS. Submitting orders for each individual student. Not knowing what items need to be returned. Not expecting to pay for or return the items. Feeling financially stressed by the unexpected bill. How does this benefit families? In an effort to address these concerns while remaining in compliance with Ministry of Education and Child Care regulations, we are introducing a simplified process that will: Ensure families know the curriculum buyout amount if they leave HCOS. Eliminate the need for individual orders per student. Eliminate tracking consumable and non-consumable curricula. Eliminate signing multiple Curriculum Agreements. Eliminate tracking which curriculum was purchased with school or family funds over multiple years.  What does the new curriculum deposit process look like? Families will sign the Curriculum Agreement one time for all students. Families will pay a curriculum deposit of $20 per K-9 student each year through Encom after signing the Curriculum Agreement. The deposit cannot be paid using curriculum funds in Encom. Families can request a refund of the deposit by submitting the form if: All curriculum has been returned. All funding has been used on Lessons & Activities. The student is being withdrawn from HCOS, and all curriculum has been returned. HCOS will cover all previous years' buyouts as we transition to the new system starting with the 2024/25 school year.                                                                                                                                  What does this new computer deposit process look like? Families will be required to pay a deposit before receiving the computer, depending on the overall value of the computer at the time of purchase. Devices over $1000 require a $100 deposit. Devices under $1000 require a $50 deposit. At the end of the lease, families can return the computer to receive their deposit back or keep the computer, and the deposit will cover the buyout fee required by the Ministry of Education and Child Care. Refund Request Process Families seeking to return the items and receive a refund can complete the Curriculum Deposit Refund Request form. Grad Program Additional Resources & Learning Supports Subscriptions We have plenty of online subscriptions you can access to in order to find your subscription login information, go to your parent homepage in Encom and click on “Curriculum Resources”: Then scroll down to find the links and passwords to the subscription(s) you are interested in. Learning Camps/Community Connections You may sign up for our learning camp e-alerts here . By visiting the former website you may also find more info on our Learning Camps and Community Connections programs for the Grad Program. Learning Commons Be sure to visit our Learning Commons  (library) and check out all the fabulous resources there. An excellent source of help is  Pippa Davies who is our Learning Commons Librarian. She can help you with both physical and virtual resources to cover most, if not all, of your curricular needs. Advanced Placement Courses What are they? The Advanced Placement (AP) program makes college and university level courses available for students to take while they’re still in secondary school. For students who are interested in extending their learning beyond the grade 12 level, while still in high school, these courses can be a great option. Students can earn additional credits at the high school level by completing these courses and may also be granted first year college or university credits, depending on the post-secondary institution, when the AP exam is taken.  AP courses are overseen by the College Board which is recognized for advanced credit or placement in many Canadian and American universities and colleges. Schools are permitted to offer AP courses from a set list, and are responsible for ensuring that any courses they offer meet College Board standards. Students complete the course work and are then required to write a formal ‘AP’ exam administered by the College board to earn the additional AP credits.  HCOS offers a select number of AP courses, based on the in-house expertise of our instructors and course developers. The list of AP courses offered each year can be found on the HCOS course description webpage and AP exams are written in May of each school year.  How do they work?  In general, if a student enrolls in an AP course and completes all the required components, they will earn 4 external credits for the high school level course. Generally, the additional AP material extends or expands on the concepts and content addressed in the grade 12 level course. In addition, if a student successfully completes the AP exam, university credit may also be granted (see section below) What about the AP Exam? AP Exams are administered at authorized schools and test centers each school year in the month of May. AP course work is arranged so students have ample time to complete the necessary AP work prior to writing the exam in May. This may mean students have some coursework remaining to complete after the AP exam is written, depending on how the course is laid out.  HCOS staff will help students arrange for a proctored exam location with an email going out to students in the beginning of the year to gather interest and information to help set sessions up. The exams are marked and scored on a scale of 1 to 5 by college and university professors and experienced AP teachers (not the HCOS AP course teacher). Many post secondary institutions offer credit for AP Exam scores of 3 or higher. Advanced Placement FAQs 1. Do I have to take 2 final exams (the school’s final exam and the Collegeboard’s AP exam in May)?  Most AP courses require an online proctored final exam for you to receive your high school course credit. This exam must be written to receive this credit.  If you want to attempt to receive university credit through the College Board that exam takes place in May. Please note that the AP and school exams are separate from each other. Some course teachers will accept the AP Exam in lieu of the final exam for the course. This is a teacher by teacher decision and once enrolled, you should discuss your options with your course teacher.  2. Do I have to create an AP student account?  If you plan to write the AP exam in May, you will need to create an AP student account. This will allow for our school to order and book your AP exam. By creating this account, it will also give you access to additional material that your teacher may require as a part of your course.  3. What if I don’t live close to an AP exam location?  We have two exam locations, one in Kelowna and the other in the Greater Vancouver area. If a student lives outside of one of these locations we will arrange for you to write at a facility near you. Please note that there will be additional fees associated with writing an exam outside of our school locations.  4. Can I take the AP Exam at my own school (school of record)?  Yes, you may write your AP Exam at your school of record if they offer AP exams.  You will need to connect with the AP Coordinator at your school as they will need to provide you with an exam only join code . You will also need to inform our offices so that we can adjust your registration with our school. 5. How much does it cost to take the AP Exam? The cost to write each AP exam is $200. If you live outside of our exam writing locations there will be additional fees to accommodate a special setting. 6. How do I register for the AP Exam? After creating an account on the College Board website you will want to login at myap.collegeboard.org. Click the Join a Course or Exam button . Before you do this, make sure you have the six-Character join code from your teacher. You’ll need it to join a class section.     Enter the join code your teacher gave you and click Submit. Make sure the information that comes up is for the course you’re taking. If it is, click Yes If you need to make any adjustments to your exam registration, such as in you no longer want to write the exam or yes you would like to write, please email Johanna Martz at:  johanna.martz@bconlineschool.ca   7. What is the AP Exam registration deadline? There are two AP Exam registration deadlines in a year. The first one is in the middle of November for students who enrolled in the course before this time. The second deadline is in the middle of March. Information will be sent by course teachers and our office informing of upcoming deadlines. Booking for Gr. 10-12 Textbooks Please note: This is for Individualized Patrons with Encom Passwords Logging into the Search Portal: Click on this link: https://hcs.insigniails.com/LibrarySAML/Home   You will see the Search Portal menu below; click on the Login in the right hand upper corner.  You will log in with your Encom username and password. If you have forgotten your password, just choose the ‘forgot password?’ link and the site will send it to your email. To find out your username or password, email tech@onlineschool.ca . You may arrive at this page if coming from the Learning Commons website. If so, click on the SAML link and follow instructions above. Physical Resource Limits For Textbooks High School Textbooks are loaned out for 8 months with 1 month renewal option. Physical Resource Limits For Other Resources Loan period is 10 weeks except textbooks, so please consider aligning your return dates with other bookings. You receive 8 free shipments (4 return trips). Searching We have curated the list of textbooks into Topic Lists which will make it easier to find and book them. Click on the icon that says “Topic Lists”. The next screen will show a list of topics by grade and by subject. Click on the High School icon: On the left hand side, scroll down to the Textbooks . When you click on it you will see a large scroll box that shows the titles. If you hover over the title, a balloon pops up with information about the title. You can scroll through this list, or use the smaller scroll bar at the bottom which shows more titles at once. Not all browsers load all of the pictures, (Chrome), so you may want to use Firefox or another browser. Click on a book cover, then click on the Title. You will be taken to the Title Details page where you can book the item by clicking on the Book Item icon. Booking items When you click on “Book Item”, a calendar will appear (see image below). The small, red numbers indicate how many copies are available on that requested day. On the left, you will see your unique shipping “Site”. In the screenshot above, we’ve selected HCOS5, which means this patron is 5 shipping days away from Kelowna. Be sure to choose a date that allows the number of shipping days before you want to receive your items. The system will automatically change your date to allow for the correct shipping days. Click on the date. In this example, Sept. 12th was chosen. Next, click Apply then click “Book Items”.    The calendar below now shows the full period of the booking. Shipping days are highlighted in orange on the calendar, (weekends and holidays are not included as shipping days). A pop up will confirm if your booking went through and you will receive a confirmation email. View your bookings Hover over “My Account”, then “My Borrowing”, and then select “Booking”. View all of your bookings for the year Enter the “From” and “To” dates (change to June of the school year to see entire year’s bookings). All of your bookings will display. You will see: The booking loan period Shipping to and from days The Cancel button - click to cancel your booking Edit Booking button - click to change your date View due dates and renew options for items out Hover over the “ My Account ” icon, then “My Borrowing” , then select “Loan” . You have the option to click on the renew button to renew items. They will not renew if needed for another patron’s booking. Items can be renewed for 4 weeks if no other bookings are placed on them.  Career Life Education & Career Life Connections Courses This page is designed to outline the differences in the Career Life Education (CLE) and Career Life Connections (CLC) offerings at HCOS.  Career Life Education should be taken before Career Life Connections.  The Ministry of Education has outline the rationale and goals for the new K-12 Career Education offerings: Rationale Today’s graduates must be able to adapt to ongoing change in many aspects of their lives. For most people, career life planning will not be a matter of making one major decision and living with it for a lifetime. Instead, purposeful career-life development, where students learn how to set personally meaningful goals, recognize and cultivate relevant opportunities and supportive relationships, and continually re-evaluate and revise their plans, is a requirement for educated citizens in an ever-changing world. Educated citizens are lifelong learners who continually build on their self-awareness about evolving interests and strengths, and who are able to use this personal knowledge to inform their career-life choices with flexibility as opportunities and challenges arise. Career Education fosters development of the confidence, knowledge, and competencies necessary to succeed in personal, educational, and workplace contexts throughout life. From Kindergarten to graduation, the Career Education curriculum offers students many opportunities to explore and develop personal interests, strengths, and competencies while making connections with experiential learning, career life possibilities, and preferred post-graduation opportunities. Under the guidance of their teachers, students discover that career life development with intent is not simply figuring out what they want to be when they grow up, but a lifelong journey of being and becoming who they want to be in the world and how they can make meaningful contributions in their communities. Career Education includes reflection on learning experiences both in school and out of school, and facilitates connections with communities and networks to support personal career-life interests and goals. The Career Education curriculum aligns with the First Peoples Principles of Learning, highlighting a holistic view of students placed at the centre of their learning, and recognizing the importance of experiential learning, guidance from mentors, and community involvement. Goals The Career Education curriculum contributes to students’ development as educated citizens through the achievement of the following goals. Students are expected to: recognize the need to be adaptable, resilient, and flexible in order to meet the ever-changing opportunities and challenges of today’s world understand how ongoing purposeful career life development contributes to the success and well-being of individuals, communities, and society build personal career life development capacity to effectively learn and grow new interests, knowledge, skills, and competencies throughout their lives develop awareness of their personal strengths, competencies, values, and passions, and use this self-knowledge to inform career life choices communicate and interact collaboratively with others, valuing diversity of people, perspectives, worldviews, ideas, and opportunities explore a range of experiences, roles, and opportunities in personal, educational, and workplace contexts to advance their personal career-life journeys HCOS Grad Program Offerings In Encom you will see Career Life Education and Career Life Connections offered at all three grade levels (10, 11 and 12). This is because we want to work flexibly with our students to have them complete the courses when it is best for them in their educational journey.  Requirements: Students must complete Career Life Education and Career Life Connections before graduating. You only have to complete the course once! Career Life Education should be completed prior to taking Career Life Connections.  HCOS offers both Career Life courses as online courses and individualized courses. Please connect with your Grad Advisor to plan the best time for you to take these as well as which course option is best for you!  Comparative Civilizations Program (with Overseas Travel) Planning for our 2020/2021 Comparative Civilizations Program is gearing up. For this, our 13th anniversary year, we would like to invite you to consider becoming an important part of the legacy. The CompCiv Team always marvels at how the Spirit of God year after year transforms the life of each student who participates in this adventure.  If you plan to join us, prepare to have your perspectives on faith and life recalibrated, as you become part of a travelling community who through a wondrous exploration of history and culture will encounter the revitalizing truths of God¹s historical master plan. In short, this is more than a program featuring a cool trip overseas. It is an intensely spiritual and life-affirming experience. Please note that you earn a minimum of 12 credits by choosing at least three courses from the following Comparative Civilizations Program course list: CompCiv - Art Studio 12 (with overseas travel) CompCiv - Christian Studies 12 (with overseas travel) CompCiv - Comparative Cultures 12 (with overseas travel) CompCiv - Philosophy 12 (with overseas travel) CompCiv - World Religions 12 (with overseas travel) Each study/travel course combo is designed to best fit your particular interests and transcript needs. Tentative Dates: 12 days** in the last three weeks of March 2021. Program Fee: $4000.00** We will hold a detailed INFO Night in mid-September. Time and Date: TBA A verbal commitment is required by October 8, 2020 A $1500 non-refundable deposit is due October 13, 2020 Application Process: To register for this program please follow these steps: Log into your ENCOM account Click Select Courses Select the courses with the CompCiv prefix in the Grade 12 course selection list (typing 'CompCiv' in the Course Search bar will list the relevant courses) Eric Vanee or your Grad Advisor can assist you with course selection if needed. Lord willing, this year our trip will focus on major destinations in Israel, Greece, Rome, and Paris** . It will be a fast-paced adventure filled with wonder and excitement. **In view of circumstances surrounding the COVID-19 pandemic, trip length, price, and exact locations are approximate until such time as we can navigate uncertainty surrounding international travel. For more information please contact: Eric Vanee       Course Options HCOS offers the flexibility to design a unique High School experience with a variety of different learning options. All courses provide credit towards the BC Dogwood Diploma. Online Courses HCOS’ online course catalogue provides engaging online learning and all the resources needed to cover course content, curricular competencies and help students to grow in the core competencies. All courses are supported by a passionate subject specialist and are hosted in our learning management system, Brightspace. (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  HCOS offers two flexible pacing options: Asynchronous : work at your own pace to complete the course within twelve months from activation date. Synchronous cohorts : work at the same pace as your peers, meeting regularly on Zoom with your online teacher. Hybrid Courses HCOS offers hybrid courses, where families choose the curriculum from a list of popular options. Our teachers will guide students through completing the course competencies by using the chosen curriculum and additional supplementary material as needed. Hybrid courses can be completed at any pace over twelve months with the support of a subject specialist teacher and are hosted through our learning management system, Brightspace. (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  Individualized Courses HCOS is known for its flexibility and willingness to personalize student learning through individualized courses. Individualized courses are offered at any pace, with up to one year to complete the course. The student and the family will work alongside a subject specialist to create a Student Learning Plan (SLP) where they can help design a course that is suited to the students strengths and interests while covering the course content, curricular and core competencies.  Individualized courses rely heavily on students being self disciplined and responsible to complete work independently, as outlined in the SLP. The teachers are available to suggest resources, identify expected work samples, give feedback and assess student performance. Regular, ongoing communication with the teacher is expected to allow for meaningful support of student learning. Course Selection Instructions New Students: Once your application has been accepted by your Grad Advisor (GA), you or your parent can log into Encom and select your courses.  Visit the Logging in to Brightspace page if you need assistance setting up your Brightspace username and password for the first time.  Returning Students: You must have re-enrolled first in order to choose your courses for the next year.  Log into Encom with your parent user name and password. Click on the Re-Enrollment icon and follow the prompts.  Be sure you are in the correct school year by clicking the Calendar icon    in the top right of the Encom page. You need to insure you are selecting courses for the correct school year.  Click on the Course Selection button. Courses that are associated with the grade of the student will appear. For examples if your student is in Grade 11 in the chosen school year, Grade 11 courses will appear. You can use the Quick Search bar in the top left to search the courses, or scroll through the list.  If you'd like to select a course from a different grade level. Click the Advance Search button in the navigation bar. You can then navigate to a different grade level. When you've found a course you'd like to add. Click on the icon. You will then be taken to a short description of the course, and some more information. Verify that you are selecting the correct course (online or individualized) and click the Add Course button. You then need to select the pace at which you'd like to complete the course from the drop down menu provided: Continue selecting additional courses. Important: Once you have completed all of your selections, you must  Review and Save . If you are not confident in your selections or unfinished, do not click Review and Save. Once you click the option, you are locked out of course selections and will need to contact your Grad Advisor to make additional changes.   Once you have saved your selection, you will then be direct to a page for Resources. If texts are required for any of the online courses you've selected, they will be listed here. The price that appears is what you will be billed if the book is not returned to the office. Ordering them now, ensures they are mailed out to you in a timely fashion. Click on 'Submit' to place your resources order.  To view the courses for your student, click on the Course List button on the main Encom page.  Course Withdrawals or Changes Students and parents can request course withdrawals or changes during the year, however there are some implications that need to be acknowledged when changes are made to courses that are in progress. If you withdraw from a course in which you were activated (in progress), you will need to wait one year from the time of withdrawal before you can enroll in the course again. This is a Ministry of Education regulation. The other alternative is for you to take a failing grade. If you have a failing grade, you can retake the course, starting anytime. Please note that if you are dropping an individualized or hybrid course, your student's resource allotments might be affected. Contact your Grad Advisor if you have any questions. To proceed with a course withdrawal or change, please complete this form. Dual Credits The ministry of education has provided an option for students to be involved in dual credit programs where they enrol in and complete post-secondary courses or training and also earn secondary (high school) credits at the same time. These dual-credit programs are stand-alone agreements set up between a specific secondary school and a specific post-secondary institution, usually within the same school district.  Heritage Christian Online School does not currently offer dual credit course offerings for our Grade 10-12 students. With grade 10-12 students in each of the 60 school districts across the province, we do not have the resources to create and maintain the ongoing unique agreements with each of the post secondary institutions or secondary schools in these districts that offer dual-credit enrolment.  Students interested in dual credit courses are encouraged to explore options for cross-enrolment with their local secondary schools and your grad advisor is happy to help you create a schedule and plan for graduation that includes any information on local dual-credit options you bring to them.  For more information on Dual Credits please visit the Ministry of Education website. English Language Arts Options in Grades 10-12 This page outlines the available options as well as requirements for the English Language Arts (ELA) options in Grades 10 through 12. English Language Arts under the new BC Curriculum provides students with more options to learn their English skills and materials in methods and manners that are more applicable to each unique student. As such, there is choice in what students may do to achieve the required credit. Grade 10 Requirement Choice Example Students must completed 4 credits of ELA 10. Courses are 2 credits each - meaning students must select a minimum of 2 courses or a combined offering. Any additional courses taken count towards elective credit for graduation. 2 Credit Options, Composition 10 (Online/Individualized) Creative Writing 10 (Individualized) Literary Studies 10 (Online/Individualized)  New Media 10 Individualized  Spoken Language 10 Individualized  4 Credit Options,  Composition 10 and Literary Studies 10 Combined Online Course (4 credits) Composition 10 and Literary Studies 10 Combined Online Synchronous Course (4 credits) Sarah has strong writing skills and has aspirations to explore Journalism when she graduates. She would like to focus on courses that help her enhance her writing. Because she needs 4 credits to satisfy graduation requirements Sarah will take: Composition 10 Individualized and Creative Writing 10 Individualized Jonas enjoys taking online courses and doesn't want to have to concern himself with taking two separate courses. He will enroll in the Composition 10 and Literary Studies 10 Combined Online courses which satisfies all 4 required credits. Please see the below for more detailed information on the HCOS choices available for grade 10 Language Arts.  Grade 11 Requirement Choice Example Students must completed 4 credits of ELA 11. Any additional courses taken count towards elective credit for graduation. All options are 4 Credits Composition 11 (Individualized) Creative Writing 11 Individualized (4 credits) Literary Studies 11 (Online/Individualized)  New Media 11(Individualized)  Spoken Language 11 (Individualized)  Bailey likes the idea of presenting and using her skills as a drama student to share her learning. She likes to orally present her learning and will enroll in Spoken Language 11 Individualized. This course satisfies all credits required for her at the Grade 11 level. Thomas likes to create and edit major video productions. This is a passion area of his and writing is not his strongest ability. Although there is a writing component to New Media 11, the content is focused around different media types, one of which is video. This course is the most appealing to Thomas' strengths and passions and satisfies all requirements for ELA 11. Grade 12 Requirement Choice Example All students must take English Studies 12 OR First Peoples English Studies 12 in order to graduate. Any additional courses taken count towards elective credit for graduation. All options are 4 credits English Studies 12 (Online/Individualized) - required course English First Peoples 12 (Online) Composition 12 (Individualized) Creative Writing 12 (Individualized) Literary Studies 12 (Individualized) New Media 12 (Individualized) Spoken Language 12 (Individualized) In order to graduate, all students must take English Studies 12 or First Peoples English Studies 12. Any additional courses taken at the Grade 12 level count towards elective credit and the grade 12 required credit for graduation. Students are required to take 4 credits of Indigenous Course Credits before graduation. English First People's courses count towards this requirement. English Language Arts 10 Options Students need  two  of the following 2 credit course options in order to receive the required four credits of English 10.  Since many curriculum options are a combination of two of these already, students can take a combined approach and often only need one curricular resource.  Many of the recommended curricular selections below are available to borrow from the HCOS Learning Commons. All ELA10 courses can be adapted in accordance with IEP recommendations. COMPOSITION 10 (2 credits)  is designed for students who would like to strengthen their skills in expository, opinion, persuasive, descriptive and/or narrative writing. This course provides students with the opportunity to: explore and create coherent, purposeful compositions read and study compositions by other writers and consider their value as models for the development of students' own writing develop their craft through processes of drafting, reflecting, and revising. Composition 10 is incorporated into many of our  HCOS online, hybrid, and community connections  options.  Curriculum suggestions for a focus on Individualized Composition 10 are as follows: Power in Your Hands , Byline , IEW Structure & Style, Level C, Essentials in Writing , The Elegant Essay , Bravewriter, Write Shop II , Jump In LITERARY STUDIES 10 (2 credits)  is designed for students who are interested in the literature of a particular era, geographical area, or theme, or in the study of literature in general.  Giving students the choice of a range of literary topics allows them to follow their passion and at the same time: increase literacy skills through close reading of appropriately challenging text develop balance and broaden their understanding of themselves and the world develop higher-level thinking and learning skills Literary Studies 10 is incorporated into many of our  HCOS online, hybrid, and community connections  options. Curriculum suggestions for a focus on Individualized Literary Studies 10 are as follows:  Windows to the World,   Illuminating Literature: When Worlds Collide,   Illuminating Literature: Characters in Crisis, Teaching the Classics,   Essentials in Literature, The Art of Poetry ,  Nelson Literacy 10 , Progeny Press , HCOS Book Club or Lit Camp CREATIVE WRITING 10 (2 credits)  is designed for students who have an interest in creative expression through language.  This course provides students with the opportunity to: express themselves creatively develop their skills through the writing and design processes.  Creative Writing 10 can be approached as a  hybrid course  or as an individualized course.  Curriculum suggestions for a focus on Individualized Creative Writing 10 are as follows:  One Year Adventure Novel,   Byline , Writing Fiction in High School, Jerry Jenkins Jumpstart, National Novel Writing Month , Young Writer’s Workshop   SPOKEN LANGUAGE 10 (2 credits)  is designed for students with an interest in performance, storytelling, spoken word poetry, or public speaking.  This course provides students with an opportunity to: develop their spoken communication skills through processes of questioning, exploring, and sampling  study, draft, and use language to create original pieces in a variety of modes.  Spoken Language 10 can be approached as a  hybrid course  or as an individualized course.  Curriculum suggestions for a focus on Individualized Spoken Language 10 are as follows: IEW Speech Boot Camp , Lightning Literature Speech , Theatre Folk Resources , Skit Guys,   The Art of Poetry , Poetry in Voice   Credit can also be assigned for participation and achievements in community theatre, storytelling, spoken word, Toastmasters, 4H or Cadets Effective Speaking programs. NEW MEDIA 10 (2 credits)  is designed for students with an interest in media, journalism, film, or digital communications. This course provides students with an opportunity to develop a program of study centred on personal interests, needs, and abilities,  allow for a range of local delivery methods recognize that digital literacy is an essential characteristic of the educated citizen.  New Media 10 can be approached as a  hybrid course  or as an individualized course.  Curriculum suggestions for a focus on Individualized New Media 10 are as follows: Nelson Literacy 10 , Byline ,  Movies As Literature , Teach With Movies , C.I.V.I.X News Literacy , Media Smarts Canada,   Curio, Student News Daily, Propaganda Critic , Social Assurity Grad FAQs For more detailed information on the Grad program at HCOS, requirements for graduation, course selection and planning, please see our series of Orientation Week videos here.  Do you have face-to-face opportunities for kids?  Yes, we offer face-to-face opportunities in two different ways: CC+ and Online Synchronous courses . In a CC+ students will meet in a location and take courses together with a certified teacher; oftentimes a CC+ will include taking multiple courses together (such as English, Social Studies, and PE). We only offer CC+ in certain areas though such as Abbotsford and Chilliwack. In an Online Synchronous course students will meet virtually over Zoom once a week with a certified teacher and the rest of the students taking the same Online Synchronous course. These classes will occur from September to June for 1 hour Zoom sessions. What formats are courses provided in at the Grad Program? We have four different formats for many of our courses in the Grad program. It's important to note that not all courses are available in all formats... so it's good to check with your Grad Advisor as you are planning.  1) Online Synchronous - this option uses the online courses that HCOS has written, and also has the added benefit of weekly zoom meetings with your course teacher. The student cohort in these classes work together at about the same pace, beginning in September and finishing in June.  2) Online Asynchronous - this option also uses the same online course as the synchronous course, but students have the flexibility to work at their own pace, as well as start and end on dates that may fit their unique schedule.  3) Hybrid - this course option is designed for students who need some guidance and structure in a course but are also looking for a bit more flexibility. This course format may provide resources, suggest assignments, give project ideas, etc. and allow for more freedom and student choice. By design, they also benefit from more parent oversight and support as students don't have daily lessons to complete. Instead, students learn material independently and then submit samples that demonstrate the culmination of their learning. 4) Individualized - this course option is designed for students who have a plan that doesn't 'fit' one of the above options. This could be because you have a particular curriculum you want to use, you are involved in a unique learning opportunity, or you just have a really great idea that is a bit out-of-the-box. This option requires the student to work with the course specialist teacher to outline the course expectations, select resources to use, identify what work samples will be submitted, and how assessment will be done.  Can I use a combination of online courses and individualized courses? Yes! One of our core values as a school is flexibility. Students enrolled in grades 10-12 have the freedom to blend their course planning to include online, hybrid and individualized courses to meet their specific needs and strengths. Most of our core course options can be taken in any format, and many of our electives are available in multiple formats as well, so students have lots of choice.  Who do I go to if I have questions about the grad program or need help planning my grade 10-12 years? In the grad program at HCOS, each student is assigned a grad advisor (GA) to provide guidance throughout their time in the grad program. This GA is your 'go-to' person for general questions, help with course planning, advice on post secondary preparations, accessing learning service supports, and any other type of support you may need as you work towards your graduation goals. If you have questions relating to a specific course, an assignments or teacher feedback then you need to connect with that course teacher for help or more information. In the grad program, how do I know my Individualized course teachers’ email? All of our HCOS teacher emails follow the same format: firstname.lastname@onlineschool.ca If you aren't sure what your teachers name is (or how to spell it), there are a couple of ways to find your course teacher's email address. On your Encom home page, find the box called 'List of Courses'. This should list all the courses you are enrolled in and from there you can can click on your teacher's name to see their email address,  OR On your Encom home page click on the report card box. At the top all the courses you are enrolled should appear along with the teacher's name beside them. Click on the teacher's name to email them.  How do I see teacher comments for my child’s assignments in Online Grad courses? Parents have their own Moodle login capabilities (using their own Encom account information). Once a parent logs in to Moodle they can look over their children’s pacing guide to see if they’re on-pace or behind, they can see their current course grade, and can also check the marks on individual assignments which will include feedback and comments from teachers. (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  My child is working on Math 11 but I don’t see this on the transcript; why not? Unofficial transcripts (and official transcripts) only show completed courses. Any courses that are still in progress, or that your student is still working on will not appear on the transcript. Once a teacher enters a final grade for a course indicating a student has completed the course, our data department reports that final grade and it will appear on a student's transcript. Courses that a student withdraws from also do not appear on the transcript.  Do I have to complete the grade 10 and 12 provincial assessments? Yes, the ministry expectation is that all students in grade 10 will write the numeracy and literacy 10 assessments. this gives students the opportunity to re-write the assessments if they want to improve their scores before grade 12. These assessments are required to receive a Dogwood Diploma in BC. The literacy 12 assessment is also required for graduation and so must be completed by students in grade 12.  It's important to note that officially, all students are working towards the Dogwood Diploma. Once a student turns 18, they may then declare their intent and move to the Adult Dogwood program. The Adult Dogwood program does not require assessments to be written at this time. However, some post-secondary institutions have indicated that they prefer to see those assessments have been completed when looking at adult student applications.  Where do I go to complete Provincial Assessments?  There are a few options for students when it comes to writing provincial assessments. 1) The simplest option is to sign up for an HCOS assessment site. We typically host an assessment location in Kelowna and the lower mainland in each assessment session, but often we have additional locations (based on student numbers) such as Nanaimo or Victoria. 2) The other option is to write your assessment at a local school. This option is totally dependent on each individual local school's plans and it's important to note that not all schools run assessment sessions in all 4 assessment windows. If a school is willing to host one of our students, we are happy to make those arrangements, but this option isn't always possible and is dependent on a number of factors outside of HCOS. 3) IE students who are eligible for a private location can write at a location set up by their case manager, with a private invigilator and other accommodations in place. This can only be arranged through a student's Case Manager.  How many classes do I need to complete to graduate? There's no easy answer for this as there isn't a set number of 'classes' a student needs to complete. Instead, graduation is based on the number of credits a student earns, and in specific content/course areas. Your Grad Advisor can give you more guidance on this, but in order to graduate in BC, you need a total of 80 credits, and some of those credits must be completed in certain courses or subject areas.  The majority of courses that HCOS offers are 4-credit courses. Some exceptions to this are: English Language Arts 10 courses: there are 5 options here that are each 2-credit courses. Students must complete two of these courses for graduation Christian Studies 10-12: students have the option to do a 2-credit option here, if they choose.  If the need arises, can my child integrate back into a campus school? Yes, the credits students earn for completing courses through HCOS are reported to the Ministry. Students can continue to build their transcript at another educational institution of their choosing. I re-enrolled into the Grad program yet I don’t see any curriculum funds. In K-9 I had $600 Where are the funds? In the grad program, funds are allocated differently than they are for K-9 students. In the grad program you will be given access to $50 of curriculum funds for each individualized or hybrid non-core (elective) course. This would include courses such as a fine arts course, ADST, and active living 11/12. Online and Core subjects courses do not receive any curriculum funds. Online courses have all the resources needed supplied through the online course shell, and our learning commons has textbooks available for students to borrow for a full school year when enrolled in hybrid or individualized core courses.  That means if a student does not enroll in any elective Individualized or hybrid courses, there is no funding allocated to the student’s resource budget. How much communication should I expect with my teachers? Teachers will often communicate with parents when students enroll in their course. From there, teachers will send email communication throughout the school year for important info and dates such as report cards, etc. Additionally, teachers will connect with parents if they notice that students are behind or doing poorly, but may also send communication to parents when students do something spectacular. Feedback provided in Moodle is also a common method of communication and interaction with students.  (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  Do you offer summer school? Yes! Online courses are open through the summer session.  I attend another school. Can I take one or two courses with you? Yes, you can sign up for courses through our cross enrolled division, www.bconlineschool.ca .  When is the last day of school? Students have up to 1 year to complete their grad program courses. Typically students will complete their courses from September to mid-June. Anything submitted by mid June will be reported during June report cards, however if students have yet to complete their courses they are welcome to continue working during the summer term.  Will I get to choose my teacher?  We do our best to provide different options for courses and teachers across the grad program. Teachers are assigned their courses in the Spring for the following school year. For example, Teacher A will be teaching Online English 11, and Teacher B will be teaching Individualized English 11.  How many hours per weekday should we be doing school at home? Because student course loads vary in number, this will vary depending on the courses chosen in any given year.  A student can expect to work approximately 4-6 hours a week per course if they spread their course work over 10 months. Grad Planner - For Families As students enter the grad program at HCOS (Grade 10-12), they begin building their transcript and accumulate credits towards a Dogwood Diploma. The Grad Planner in Encom is used for planning and tracking student progress through the various graduation requirements in BC.  The Grad Planner seen in Encom reflects the graduation program a student is currently enrolled in. The examples below are all from the Dogwood diploma planner, but planners also exist for the Adult Dogwood and School Completion certificates. The planner format will automatically update with the appropriate planner and requirements when a Grad Advisor updates the Graduation program a student is enrolled in as required. The Grad Planner gives an up-to-date summary of what courses have been completed, courses in progress or enrolled, and courses or credits still required for graduation.  Courses completed at schools outside of HCOS need to be manually added to the Grad Planner. Please inform your Grad Advisor when these are completed.  How do I see my student’s Grad Planner? Please note, Grad Planners are only set up and available for students as they prepare to enter the grad program. Initial setup of the Grad Planner will take place as students meet with their Grad Advisor in the spring of Grade 9. You can access your student’s grad planner by logging into Encom . For more information on how to access Encom please see here. Once logged in, click the See More Items for this Student link at the bottom of their overview.  Select 'Graduation Planner' to open up your student's grad planner. The next screen will take you to your student’s Grad Planner. If you see: Please contact your Grad Advisor and they will create a planner if needed. What Am I Looking At? There are two main components to the Grad Planner.  Part 1: Overview At the top is a summary that gives an overview of what courses a student has completed, is currently enrolled and/or active in, and what requirements still need to be completed. A green box with a check mark indicates the student has successfully completed that requirement for graduation.  An orange box with a clock indicates the student is currently enrolled in a course(s) with HCOS that satisfy that requirement. The course may or may not be yet activated. A grey box with an ‘X’ indicates that the student has not yet enrolled in or completed one or more courses that will fulfill that requirement. The ‘Credits’ column gives a quick snapshot of the categories where a student has completed the required number of credits, and which categories have not yet been fully addressed. The ‘Legend’ box explains the icons that are used below in the more detailed, second portion of the Grad Planner.  Part 2: Detailed Course Requirements The overview is followed by a more detailed description of the student’s current overall standing. This includes information on completed courses, courses in progress, and courses the student may want to plan for in future semesters.  At the bottom of the Grad Planner, you will see a section named ‘other’ that summarizes important requirements for graduation.  For example, the student below has three courses that meet the grade 12 required credits. They have completed Spanish 12, are enrolled and active in Entrepreneurship 12 and are enrolled in Anatomy and Physiology 12. This will satisfy 12 of the 16 required credits, however both English Studies 12 and Career-Life Connections still need to be completed before this section can be marked ‘complete’ as these are both required grade 12 level courses.  The student below is shown to have enrolled in 4 of the 8 credits required to earn an HCOS Graduation certificate   in addition to their Dogwood Diploma. This student’s planner shows two different 2-credit offerings, one completed and one in progress. These credits also count towards a student’s elective course requirements and can be concurrently applied towards the Dogwood Diploma. Additionally, there will be a summary of which of the required Graduation assessments a student has completed and which ones still need to be taken. Clicking on any of the Graduation Assessments found here will open a box that contains more information. This information will be updated by our Provincial Assessment coordinator following each assessment session as well as when scores are reported.  How do I get the Grad Planner updated?  If you have questions about your grad planner or have something you think needs to be updated, please contact your Grad Advisor.  The grad planner automatically updates when courses are completed with HCOS (a final grade has been entered on a student’s report card).  If you have completed a course with another school, or have completed training that qualifies you for external credits, you will need to inform your Grad Advisor. They will then manually update your Grad Planner to reflect those achievements.  Other questions?  See our FAQ page here or reach out to your Grad Advisor.  Grad Orientation Week Recordings 2024 Welcome to the Grad Program What Math is Right for Me? (Math 101) What Course Type to Choose? Science 10 and Beyond! Creating a Plan for a Successful Year HCOS Grad Ceremonies Are you Ready for Grade 10? Brightspace/Encom What Students and Parents Need to Know Student Panel Combined Course Options English 10 Numeracy and Literacy Assessments Planning for the Future Thinking Ahead Flex Information Session Student Support Centre Breakfast Club Student Council Grad Planner - FAQ What is the purpose of the Grad Planner?  As students complete Grades 10-12 in British Columbia, they begin building their transcript and accumulating credits towards a diploma. The Grad Planner module in Encom is used for planning and tracking student progress through the various graduation requirements in BC.  The Grad Planner seen in Encom reflects the graduation program a student is currently enrolled in, either Dogwood, Adult Graduation or School Completion Certificate. It is meant to be a simple tool used to understand graduation requirements and a student’s current standing at any point in time.  Who sets up the Grad Planner?  When a student first connects with their Grad Advisor (GA) and prepares to enter the grad program at HCOS, the GA will initiate the set-up of the Grad Planner. If you think your Grad Planner still needs to be set up, please contact your GA. When a GA initially sets up a Grad Planner, they will: Pull any existing final marks for grade 10-12 courses already completed with HCOS. Manually enter marks for grade 10-12 courses completed at other schools as reported on the the student’s transcript. Manually enter external credits for extracurricular programs the student has completed. As the GA continues to support a student through grades 10-12, further updates to the Grad Planner may include:  Automatic updates to course marks and credits earned as a student receives final grades on HCOS report cards. Adding courses the student plans to take in the future. These are easily removed or changed if plans or required courses change. Adding ‘suggested’ courses that the GA feels would help meet graduation requirements or pathway to the student’s post secondary aspirations. Adding course marks and credits for courses or external credits completed at another institution while the student is in the Grad program.  Who can view the Grad Planner?  The grad planner in a student’s Encom profile is viewable and printable by the student, the parents, course teachers, Grad Advisors, IE case managers, and administrators.  Grad Advisors and Grad Program administrators are the only ones who have the ability to update, edit or alter the Grad Planner. How is the Planner updated?  Once created, the Grad Planner will automatically update when HCOS course information changes. This includes updates when: a student enrols in a course a student becomes active in a course a final course grade is entered on the HCOS report card a student withdraws from a course Grad Advisors will manually update Grad Planners when:  a student moves to a different graduation program a student informs them they have completed a cross-enrolled course a student informs them of completed External Credit programs. What if I change Graduation programs at some point?  The Grad Planner module is designed to automatically update whenever a Grad Advisor or Grad Program administrator changes the graduation program that a student is enrolled in.  For example, if a student decides at 18 to pursue an Adult Graduation Program, the GA would make that change in Encom and the Grad Planner module will automatically update to reflect the requirements for that program. It will also automatically pull any relevant course information from the previous version of the planner.  What do the different icons within the planner mean? There is a legend at the top of the Grad Planner that explains what each colour and symbol mean. Additionally, see the Grad Planner for Families page here for more detailed explanation of the most commonly seen icons and colours. Can I print a copy of my Grad Planner? Yes! To generate a print or pdf copy of your Grad Planner, navigate to the top of your Grad Planner, where you will see a Download PDF button. Click on that button and it will save a PDF of the Grad Planner which you can print. Please note, your electronic grad planner will automatically update when courses are completed, so be sure you are working with the most recent version of your grad planner when planning future courses.  Who do I contact if I have questions about the Grad Planner?  Please contact your Grad Advisor if you have any questions. Lower Mainland: Mr. Brad Lemon ( brad.lemon@onlineschool.ca ) Interior BC: Mr. Anthony Kuchma ( akuchma@onlineschool.ca ) Vancouver Island and Northern BC: Mr. Ryan Titley ( rtitley@onlineschool.ca ) IE Grad Advisor: Mrs. Allison Miles ( amiles@onlineschool.ca ) Grad Program Funding This page should answer questions regarding the funding at the Grad program level. If you have additional questions please contact the Director of Grad, Chelsea Bitgood , for more clarification.  How does the funding work? The Ministry of Education funds a Grad Program (GP) student per course they take, not as a ‘full program of studies’, which is the process for students in Grades K-9. This enables a GP student to take courses with a variety of schools (Distributed Learning, campus etc) and each school only applies for the funding that is associated with the courses the student is taking with them. Example :  Sally signs up to takes Math, Planning and Science with Heritage Christian Online School. Once she is considered ACTIVE (completed 5% to 10% of the course as verified by her teacher), the teacher will post an ACTIVE DATE for that course in Encom. Once the student is active in a course, HCOS sends a request to the Ministry of Education for the funding they provide for those courses. Funding is not requested for a student until they are active.  Sally also enrolls at a campus school for PHE and Drama. The campus school then requests funding for those two courses. What sort of funding is provided to the parents for curriculum purchases? Students have two options for course delivery when they are fully enrolled (taking the majority) of their courses with HCOS. Online and Individualized. Online Course Option: These courses have all their resources provided so there is $0 provided to the parent for curriculum purchases. Core Individualized/Hybrid Course Option: These courses require a Student Learning Plan (SLP) created in consultation with the course Support Teacher. Our Learning Commons is outfitted with the most commonly used resources for students to borrow and return based on recommendations by their Support Teacher.  Non-Core Individualized/Hybrid Course Option: These courses require a Student Learning Plan (SLP) created in consultation with a course Support Teacher. For these courses, parents are required to purchase the curriculum resources need for the student to earn credit.  HCOS makes $50 of curriculum funding available for students per non-core Individualized/Hybrid course. Why does my funding amount say $0 for my Grad Program student? This would be because you have not completed course selection for the student  or all of the courses on their list are Online or Core Individualized/Hybrid (which offer $0 in funding as all resources are provided for your student). Remember, the $50 amount is per non-core Individualized course. If there are no non-core Individualized courses, there is no funding. How can I check on my student's account to see the amount that they have? Log into Encom with your parent access info. This information was originally sent in your welcome email. If you do not have record of it please contact tech support at tech@onlineschool.ca .  Once in Encom, click on “ Additional Resources ” at the top of the page. That should open a window with an itemized list of orders or expenditures and a total amount remaining for your overall funding amount. My student is taking two individualized courses (Music 11 and Active Living 11) so I have $100 of curriculum funding available. Can I use it for a gym pass? Yes, as your purchase is needed to support Active Living 11 outcomes. Note: All expenses must correlate with a course on the student's list and be listed on the course SLP.  Is there a limit to how much I can use for consumables and third part vendors (lessons etc)? Yes, if you have the funding available in your student's account, there is a government regulation cap of $600.  Can I pool family curriculum amounts and pay for an invoice for one student? Yes, as long as you keep in mind the $600 limit for consumable or third party vendors. If you have any questions about this, please contact the office at office@onlineschool.ca   How do I spend my student's available funds? Once the office has received all your student's required documentation, they will issue your student a Purchase Order Number (PO#). You can see your student's PO# in Encom, in their profile. You can then use this PO# to order from any of our resource vendors.  Invoices for lessons are processed by the school and can be submitted after November 1st of the current school year.  Note: The school can not reimburse parents directly so make sure all your purchases and invoices are processed by PO# or vendor invoices sent to the school office.  All third party lesson providers must have a Criminal Record Check on file with the office in order for us to pay their invoice.  How is my student's funding account affected if they withdraw from an Individualized course they decide not to take? If, at any time during the year, an Individualized course (activated or not) is  removed  from your student's course list for the year, the resource funding for that course is  also removed. This may mean that if you have already spent that funding, there could be an outstanding amount to be repaid to the HCOS office. HCOS does their final request for funding at the end of April. What if my student does not get an active date for an Individualized course by then? If your student does not get an active date in an Individualized course by the end of April, Encom will automatically withdraw the student from the course because we can no longer request funding for the school year. As a result, the $50 associated with that course will also be removed from the student's funding account.  If you have any additional questions, please contact your Individualized Course Support teacher, Grad Advisor, or the Director of Grad.  Grad Program Overview Welcome to the Grad Program at Heritage Christian Online School!  While this page will not answer all of your questions, we hope it is a good foundation to get you started. Once you have connected with the Registrar , you will receive a call from your regional  Grad Advisor who will work with you and your student to plan your courses and everything necessary for graduation! Before that call, take a few moments to read through the following information.  Grad Program Website You'll want to bookmark this page for updates about events, new scholarships, graduation, assessments - the works! Please visit often!  Course Options This page will walk you through the different types of programming we have in the Grad Program at HCOS.  Grad Program Funding Funding operates differently in the Grad Program compared to K-9. Please take a moment to familiarize yourself with the different options through this page of frequently asked questions. Parent and Teacher Roles This page outlines what you can expect from your student's teacher(s) and what is expected of you as the parent.  Feel free at anytime to navigate back to the Information for Families book to check out other pages about the offerings and programs at HCOS. Just click the Information for Families link at the top left of the page! HCOS Graduation Certificate This page outlines the requirements needed to receive an HCOS Graduation Certificate on top of a student's BC Dogwood Diploma.  Students who complete the BC Graduation requirements receive a BC Dogwood Diploma. HCOS students who complete a minimum of 8 credits in Christian Studies programming also receive an HCOS Graduation Certificate. These 8 credits can be earned through: Christian Studies Online and Individualized Modules - When selecting courses, these are denoted by the CS: prefix.  Specific course programming including options like Adventure Discipleship, Humanities and Comparative Civilizations Travel Program.  These 8 credits also satisfy elective requirements for a student's BC Dogwood. Why an HCOS Graduation Certificate? Often we are asked what is the purpose to working towards this certificate? There are a few beneficial reasons we suggest to all students to take Christian Studies courses with us.  Faith Development - We are a Christian school and as such believe that our students should continue to be learning and growing in their personal faith journey.  Our Christian Studies courses help equip students for their future by ensuring they have a strong foundation and can clearly articulate their beliefs. Courses are designed to encourage personal development for students as articulated in the HCOS Learner Profile . The certificate has been helpful to students applying to Post Secondary studies at Bible Colleges, YWAM programs and universities such as Trinity Western. Showing completion of some under graduate studies in the field they are pursuing can help with entrance requirements.  HCOS to BCOS Transfer Request: Why is this necessary? Rationale The Ministry of Education expects that when a student is enrolled in courses in more than one school, the school that holds the majority of courses is designated as the school of record (SOR). Sometimes, full-time HCOS students decide to enroll with another school before all of their HCOS coursework has been completed. This leaves them with one or more active courses with HCOS but they are full-time students with another institution.  When a student moves from HCOS to another school of record, they officially become a cross-enrolled student with HCOS. BC Online School (BCOS) is the division of our school that facilitates and oversees cross-enrolled students.  There are a number of reasons for this separation, but the main one has to do with how final marks are reported. As a student’s School of Record, that institution is responsible for reporting student final grades and credits to the Ministry of Education. If HCOS is not the School of Record, we no longer can report on behalf of the student and must instead report those completed grades to the official School of Record. The School of Record then has the responsibility of reporting those marks to appear on student transcripts.  Our systems within HCOS are not designed to identify these final course marks that need different methods of reporting, hence the need to move students into our BCOS division when they are no longer HCOS enrolled students.  Moving your student from HCOS to BCOS ensures that any remaining courses that are completed are properly reported to the Ministry of Education to appear on your student transcript and are credited for graduation.  Why BCOS? BCOS is designed to communicate to other schools and it is assumed that a BCOS student is cross enrolled.  This information is helpful to anyone working with a student - GA’s, Teachers, Administrators, parents, and office staff.  BCOS sends progress reports to the SOR so that the school course counsellor is updated on course progress. BCOS has systems in place to regularly identify when students have completed course work and report those final grades as appropriate.  What Happens If I Ignore The Transfer Request? Failure to move to BCOS means you run the very real risk that your final marks and course credits will not be reported to the Ministry of Education (will not appear on a student transcript). This can delay the granting of your Dogwood Diploma If HCOS reports as if they are the School of Record, we run the risk of overriding data from the official School of Record, affecting their ability to report and unintentionally causing considerable work for both school offices.  When students transfer to a new school, there are specific documents that need to be transferred, as those are required to stay with students. Failure to indicate you are now cross-enrolled with BCOS could mean that those important documents don’t make their way to your new school as our team has not received notification of the student transfer. These documents may include report cards, IEP Documents, Designation Documents, etc Eventually, if ignored, your student will be withdrawn from HCOS courses and they will lose access until the transfer has taken place. How Will This Change Affect Me? Really, there is very little difference on the student end of things.  The format of the course and access will stay the same. The course teachers stay the same. Your course progress and work is not lost, you continue on where you left off. Your login information stays the same.  How do I know if I need to transfer to BCOS? You only need to take these steps if contacted by your Grad Advisor. Your Grad Advisor will ask that you complete the BCOS application form and send you a link to the online form. Please complete the BCOS application form using the link sent to you by your Grad Advisor.  You do not need to call the BCOS office when you have completed the form. The form is automatically sent to the BCOS office and the staff there will complete the course transfer once the form has been received.  When asked to select a course on page 5 of the form, please select “ HCOS to BCOS transfer ’ for your grade level. Learning a Second Language This page outlines the options available for students who are interested in learning a second language. Online Courses  ​These courses begins at Grade 5 and continues through Grade 12 using Rosetta Stone. A student coming into Grade 10 with no background in learning a second language would not be ready for the course offerings in Grade 10.  This course is highly recommended. The lessons are separated into shorter lessons (5-30mins max), each focusing on a different topic (Core Lesson, Grammar, Listening, Writing, Pronunciation, etc.). The lessons seem to include more instruction than other programs, and are very foundational. This course also includes live tutoring sessions with Rosetta Stone's native language tutors, games & activities for practice, 3 meetings per course with their online teacher for assessment and instruction, and a handful of cultural projects. Second Language courses in Grade 10 covers two units (and slightly fewer requirements), while Grade 11 and 12 course offerings cover four units. Individualized  This course works for any level of language ability. For this course, the teacher meets with the family over video chat to create an SLP and they typically turn in learning portfolios at each progress reporting interval. While students must meet content standards for the BC curriculum, families are allowed tremendous flexibility to use whichever curriculum or programs they prefer and there is more flexibility with cultural projects as well. This course is ideal for: Students who work well independently or have a private tutor Students who live in another native-speaking (Spanish-Speaking, French-speaking, etc.) country or community Students who are participating in a conversation class or learning group in their area Students who speak at home, but want to focus more on reading/writing/grammar Students who have access to community/family/external resources in the target language Students who have a very specific reason for wanting to learn the language (going into a public services field, preparing for missions in another country, etc.) ​ If you have any questions, please contact one of the following people: Karen Roeck (Grades 5-9) Trish Van Dop (Grades 10-12 general questions) Erin Bowman (Grades 10-12 Spanish) Lesley Schrottner (Grades 10-12 French) Bev Scholman (Grades 10-12 Individualized) Math Course Options and Streams This page provides information regarding the various courses and streams a student can take at HCOS for Math Students in Grade 10 will have to make a decision regarding what Math courses to take Things to consider when choosing a Math Stream: Students need a math 11 or 12 course credit in order to graduate with a Dogwood diploma. Students can still go to university or college without taking the Foundations & Pre-Calculus Math Route. However students may not be able to enter into the Sciences or Engineering streams.  Pre-Calculus 12 should be taken if interested in going to a top level university. Nursing Programs or Business Programs usually require Pre-Calculus 11 or Foundations 12. Students interested in going into trades should take  Apprenticeship Math 12 Workplace Math 10 is the prerequisite for either Workplace Math 11 or Apprenticeship 12  Work Place Math 11 and Apprenticeship 12 are equivalent in workload and difficulty.  If you’d like to find out the content that is covered in a particular course please view the Course Description Website Monitoring Progress & Official Reporting Your Student's Schedule Each of our dedicated Course Specialist teachers are there to support your student in their learning journey. Teachers can help set up course schedules, but it is best that you as the parent collaborate with your student to decide on the best schedule.  At the Grad Program level, each courses roughly takes 100-120 hours of work. Be sure that the schedule takes this into account. Generally, students should be dedicating 25-30 hours per week for specific course work, with additional time required for reading and research. This time allotment is standard for completing four courses per semester (an 18 week period).  Course Progress in Moodle (for online or hybrid courses) (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  Be sure you know your student’s Moodle User Name and Password (this can be set up in Encom). Until you are sure your student is on pace, please log in every week to monitor your student’s progress. A student's progress and marks can be viewed once they have set up their scheduler in each course. When you log in, their home page will give you a quick overview of their progress and grade. Click on either one (Progress or Grade) and more details will show up: The system will tell you if your student is off pace. First the progress line below the course name will go yellow , then red when your student is seriously behind. Yellow is usually temporary and not too serious but when the line is RED , you should be hearing from their teacher. Hopefully, you catch issues before things get this far. You or your student should always contact the teacher if they need assistance, or would like to reset their schedule. They are there to help! Proctored Exams For some core courses, a Support Teacher may request a student write a supervised Proctored Exam. This is at the teacher’s discretion and the student and parent will be notified by the teacher. At that time, the teacher will also inform the parent and student about the process of proctoring and how that exam mark is weighed. Official Report Cards If your student has an Active Date (having completed 5-10% or more of a course) they will receive a term report card until they are done. Term report cards are posted in Encom in January and the end of June. Interim reports may also be sent home at any time to update parents and students on their course progress or areas of concern. In Encom, there is the option to print out the report if you would like a paper copy. If you do not see a report for a course your student is active in, please contact their Support Teacher. Ministry of Education Official Transcripts We regularly submit final grades to the Ministry of Education and they post them onto the student transcript usually about four weeks after the school has submitted. Students can check on their transcript here . If you have any questions about your transcript, please contact your Grad Advisor or the Director of Grad.  Grade 12 students can also request a copy of their final transcript at the same web-page above.  Note: you will need your PEN (Personal Education Number) in order to order your transcript. This can be found in Encom. If you need assistance, please contact your Grad Advisor.  Ordering Curriculum In the Grad Program, for every Individualized, Online or Hybrid course, your main point of contact is the Course Teacher. No longer is there one teacher overseeing your entire program, you are now working with course specialists!  In order to purchase curriculum for your courses, you must first know who your teacher for the course is. To find the teacher associated with your course, visit your course list in Encom. Upon enrolling in a course, or at the beginning of a new school year, you should receive first contact from your support teacher for each course. All teachers can be reached at firstname.lastname@onlineschool.ca  if you would like to email! When you have questions to do with course resources or your Student Learning Plan (SLP) for any of your courses, you can: Contact the course teacher by email ( firstname.lastname@onlineschool.ca )  Check out sample SLP's and information about the courses here .  To order resources you will need your PO (Purchase Order) Number, which can be found in Encom on the main page once logging in. You can find it located on the left hand side, under your Grad Advisor's name.  If you are a new student, once the office has received all of your documents for registration, you will be issued a PO number for the school year. If you do not see a PO number posted in Encom please email the office .  Your PO number will work at the following HCOS Approved Vendors .  If you wish to order curriculum from a vendor that is not on the list, please contact the office. Orientation Week - ScanHunt Provincial Assessments - Literacy and Numeracy What is a Provincial Assessment? There are three provincial assessments that Grad program students need to take. Grade 10 Graduation Numeracy Assessment  The Graduation Numeracy Assessment (GNA) is a provincial assessment written in Grade 10. It is a graduation requirement. The GNA is based on mathematical concepts learned across multiple subjects from kindergarten to Grade 10, with an emphasis on K–9. It requires students to solve problems by using the five numeracy processes (different ways of thinking and working): interpret, apply, solve, analyze and communicate. HCOS has written a free resource for grad program students to access to help prepare for the Numeracy 10 assessment. To access the resource, click on this link:  https://lms.onlineschool.ca/course/view.php?id=2741 . Students can self-enrol in this online module, and simply need to contact their GA for the enrolment key to complete the enrolment steps. When a student is finished with this free tool they can unenrol themselves from the Moodle course by clicking 'Unenrol me from NAM' as seen in the image below. Ministry Resources for Numeracy 10 Assessment Grade 10 Graduation Literacy Assessment The Grade 10 Graduation Literacy Assessment (GLA 10) assesses students' ability to use critical thinking and analysis to make meaning from a diverse array of texts. It also assesses the ability of students to communicate their ideas. GLA 10 is not based on a particular course but on learning across multiple subjects, from kindergarten to Grade 10. Ministry Resources for Literacy 10 Assessment Grade 12 Graduation Literacy Assessment The Grade 12 Graduation Literacy Assessment (GLA 12) is currently under development by the ministry and more information will be provided as released. Ministry Resources for Literacy 12 Assessment  Who needs to take a Provincial Assessment? Students Graduating with a Dogwood Diploma Adult Students Graduating with the Adult Dogwood Diploma Students must complete: Grade 10 Graduation Numeracy Assessment Grade 10 Graduation Literacy Assessment Grade 12 Graduation Literacy Assessment Students graduating with an Adult Dogwood are not required to complete any of the provincial assessments. They can however, choose to complete an assessment. Students on a School Completion path are not required to write any provincial assessments in the Grad program.  Why do students need to take a Provincial Assessment?  The three provincial assessments are a required part of the graduation program in BC. Students who wish to graduate with a BC Dogwood Diploma must write the provincial assessments. Students who are not yet declared Adult Graduation Program students (AGP) are also required to take the assessments. Once declared, the assessments are no longer required to earn an AGP however, they may be required by post-secondary institutions.  Students should verify the admission requirements for any post-secondary institution they plan on applying to. For more information, or if you have any further questions, please contact your Grad Advisor.  General Information Provincial assessments are scheduled for two hours but all students are allowed an additional third hour if they need it. If a student is entitled to additional time, it is added beyond the third hour. The Ministry of Education (MoE) typically gives a window of a few days in which schools can schedule provincial assessments. The MoE does not specify a specific start time. HCOS typically tries to start at either 9:00 a.m. or 1:00 p.m. Students who are  declared (over 18) Adult Dogwood Program (AGP) are not required to take provincial assessments. Please carefully consider whether a student actually needs a private setting (i.e., a room in which they are the only student writing) or whether a quiet setting with a few students writing may be sufficient. HCOS is required to register each student who is writing at an HCOS location (group setting or private) with the MoE. If a student is not registered, they are able to walk into a location that is offering the exam, but a seat is not guaranteed. Case managers of IE students are required to make arrangements for their students. If you are an IE student, please contact your Case Manager or GA for more information and help with these arrangements.  Scheduling Your Exam in Examity This page outlines the steps to scheduling and accessing your exam through Examity. To view a video on the exam experience, please click here .  Once your Student Profile is completed, you are able to schedule your exams.  Start by clicking the Examity SSO link within your course.  You will be taken to the scheduling page where you will be able to schedule any exam for courses that require a final proctored exam. From this page, by clicking Profile at the top, you can edit your profile or update picture ID. Find the exam you wish to register for by locating the Course and Teacher Name and Exam name. Once located, click 'Schedule Exam'.  Only register for exams that you are ready for, and have access too. Registering for exams that are not yet open to you in your course will result in a grade of 0.  A pop up will now appear and you can select the date and time which you wish to write your exam. Please note, that the highlighted days are the days available or remaining within the testing window. Click Next. The following page confirms your sign up, as well as provides you with any special instructions that are required for your exam. Please read through these carefully. It is highly suggested that you test your system requirements at this time as well. If you show up to your exam without having done so you might have challenges completing your exam.  You will also be emailed confirmation of your exam registration with instructions for the day of the exam.  If you need to reschedule or cancel your exam, log in through the SSO link and click the reschedule in the top right corner of the registered exam. On this block you can also review the rules and instructions for your upcoming exam.    The day of your exam, log into Examity using the SSO link and click Connect to Proctor. Then follow the instructions given by your proctor and you are off and running! Please remember, you must have the Chrome browser installed in order to be successful in taking your exam.  Please ensure to log into Examity no more than 15 minutes prior to your exam. Setting up Your Examity Profile (Students) This page outlines the process for students to set up their Examity Profile.  You may follow along with this video for instructions and a walk through of setting up your profile.  To set up you account information and register for your Exam, start by clicking the Examity SSO link within your course.  You will be take to a page to set up your account.  Your name and email address will be pulled directly from your Moodle or Brightspace account. Please enter your phone number. Please selected your Time Zone to set automatically. This will use the time zone your computer is synced too.  Click Next.  Next you will be required to provide some picture ID. You can choose to upload an image from your computer, or using your webcam take a picture of the ID.  Please note, the ID you use here must be the same ID that you bring to the exam with you when you are scheduled to write.  Next, please select three challenge questions to answer. These are used to verify who you are during an exam. Once answered, please click Save Changes Lastly, please submit your digital signature by following the instructions and typing your name. If you are on the computer you will be using for the exam, it is suggested that you test your system now by clicking 'Check if your system meets Examity requirements'. To schedule your exam , click 'Skip to exams dashboard'.  Synchronous Courses 10-12 This page provides information around Synchronous courses that are offered from grades 10-12 Description Synchronous courses offer the same program of study as an online course, with the added benefit of weekly meetings with a teacher and working alongside a cohort of your peers on the same topics. Synchronous courses provide overall structure for students, with the expectation that they will work to keep up with the schedule set by the teacher for assignments and tests. The accountability of the weekly meeting is designed to help elaborate on challenging topics or concepts, encourage student interaction, and provide a natural place for students to ask questions and develop deeper understanding. This option is the one that is most similar to a face-to-face classroom experience in an online environment. Benefits Synchronous Courses provide regular, required touchpoints where students would meet with their teacher(s) and fellow classmates. Regularly scheduled times set by the instructor early in September allow students to connect with teachers to receive instruction, clarify assignments, and ask questions on a weekly basis. Synchronous Cohorts provide the chance for students to be known and also increase the level of accountability. Teachers may use the weekly meetings to pre-teach lessons, answer common questions, clarify assignments, or discuss complex topics or issues. How Synchronous Courses Function Students work through the online course together with the teacher, according to a weekly schedule set by the teacher. The teacher and students meet via Zoom at a regularly scheduled time every week. Weekly meetings create a rhythm and maintain a high level of contact.  Zoom classes are typically 60 minutes in length, and begin about the 3rd week of September. Students are held accountable to the course schedule, and synchronous courses will be completed in June.  Click here to access this year's synchronous cohort schedule. Student Responsibilities and Expectations Students commit to attend weekly meeting with teacher and other students in their synchronous cohort Students commit to working independently on weekly lessons and assignments, according to the schedule set by the teacher Students commit to staying on pace with the cohort, completing lesson activities and submitting assignments in a timely manner (to the best of their ability) Students have access to the teacher outside of the weekly meetings, during scheduled office hours, or via email to ask questions, clarify assignments, etc.  Students commit to respectful and appropriate behaviour during weekly meetings (this includes both appropriate language and appropriate attire). Students are encouraged to have their video cameras on during class, to use the chat function to interact, and use their microphone to respond to others, to help with student engagement and interaction Exceptions can be made for students who find this challenging, with arrangements discussed with the course teacher and LS/IE support teacher. Students who fall significantly behind schedule may be reassigned to an asynchronous course, or zeros may be recorded until assignments are submitted. Students understand that the course will be completed in June of the school year.  Teacher Responsibilities and Expectations The teacher will decide on a set class meeting day and time in the spring each year to allow students to view synchronous course schedules as they enroll this is done in consideration of other, similar grade level courses to prevent overlap of meeting times online meetings will begin in the third week of September and finish early to mid-June The teacher will create a year schedule that outlines the pace for lesson completion, assignment submissions and test dates where appropriate. The teacher will prepare for and host weekly 60 minute meetings with content and activities that are relevant to the course and/or lesson being addressed.  The teacher will host with both audio and video functions on, so students can see their teacher.  The teacher will mark assignments and tests in a timely manner, providing relevant formative and summative assessment for students.  The teacher will initiate contact with any students who have fallen behind or become inactive, to determine the best course of action going forward.  Teacher may record weekly meetings. This allows students to review information or watch the class if they were absent for some reason. Frequently Asked Questions Does it cost any more to enroll in a synchronous course compared to an asynchronous course?  No, the cost to the student is the same for a synchronous course as it is for any other online course enrollment. What if I have to miss a meeting for a dentist appointment or other unforeseen conflict?  This should be communicated to your teacher, and the student will then be able to watch the recorded meeting at a later date. Students should arrange activities such as regular piano lessons or sports practices at a time that does not conflict with scheduled class meetings.  Can my student take just one synchronized cohort for an online course or do they have to take all across their grade level? Absolutely they can take just one, or multiple synchronous options! Figure out what works best for your child’s learning style, level of independence and degree of desired flexibility? How does the course schedule work? The meeting times for each synchronous cohort will be posted in SOPHIE. You can see the schedule live here! Your Grad Advisor can also let you know when specific classes are meeting. In addition, there will not be overlap between class time for the different subjects across the same grade level, this allows students to take all synchronous offerings if they so choose. How long are the synchronous courses? Grades 10-12: 1 hour blocks, once a week.  Note: Depending on the topics and assignments some meetings may be longer or shorter than scheduled.  What happens if my student falls behind? Just like in any classroom environment, things happen.  Students are encouraged to keep attending the class and to work with their teacher to catch up. Teachers are prepared to support students when things don’t go as planned.  Are teachers available outside of the posted class times? Absolutely.  Teachers will have availability times posted in their course. Are students required to have cameras and audio on? Teacher cameras will be on to facilitate relationship building with students. While we encourage students to turn their cameras on we recognize not all students or families may be comfortable on camera and as such do not require it for students.  Are the courses semester or linear pacing? Courses are held over the school year in a linear fashion. Classes start in the 3rd or 4th week of September and are held until the end of May (or earlier if material is completed sooner). Final dates for work submissions is at the end of term 2. Is there an end date to classes? Yes, classes will wrap up and students will be given final grades in June. Do I have to attend the live meetings? Yes! This is the main part of a synchronous class. Of course, there are absences that you can’t avoid, like sickness or appointments - but your teacher will miss you! Please note all synchronous courses will be given a final grade during the June reporting period.  The Role of the Grad Advisor In the grad program at HCOS, students are connected with a Grad Advisor based on the region where they live. These Grad Advisors work alongside students and families throughout their time in the grad program to help plan, support and guide students to successfully complete grade 12. Grad Advisors are typically available during regular school hours to connect with students and families. They are willing and able to communicate in a variety of ways, including email, phone calls or Zoom chats. Below is a brief outline of what your Grad Advisor can help you with, and what things are outside of their responsibilities.  HCOS Grad Advisors are Responsible for:  Applications and intake GA’s formally accept students into the HCOS grad program once they complete the application form. This process also includes orientation and helping students get set up upon entering HCOS in grades 10-12 Knowing Students GA’s want to get to know students in order to understand a student's strengths and challenges. This helps them tailor a specific path to graduation for each student. In some cases this may also include connecting students with supports through Learning Services or Inclusive Education departments when appropriate Academic Advising and Course Selection This is the the main job of our Grad Advisors and it includes:  Monitoring overall student progress Reporting of external credits Changing and withdrawing courses throughout the year Matching course selection with post secondary goals Grad Planner GA’s update and maintain the grad planner tool in Encom. This represents a student’s current plan and path to graduation.  Share Relevant HCOS Community Information GA’s will communicate general information as it is made available. Throughout the year this may include:  Scholarship information communicated to HCOS Graduation event information Local HCOS community events by region Student Record Transfers Ga’s will facilitate the transfer of student records and information to new schools when students leave HCOS.  This includes submitting requests to deactivate student accounts or instructing families on how to move to BCOS to finish courses in progress HCOS Grad Advisors may also: Give advice, share ideas, brainstorm options GA’s may give advice on or suggest potential careers or areas of study that line up with student interests and abilities. This will vary among GA’s as each of them have different life experiences and areas of expertise.  Discuss Provincial Assessment preparation GA’s can provide guidance to help plan, register, and prepare for Provincial Assessments  Session registration is completed through the Provincial Assessment Coordinator.  GA’s are not involved in Provincial Assessments beyond discussing recommended sessions for students to write assessments in, alerting students to the registration windows,  and providing resources students can use to prepare for assessments.  Write Reference Letters With enough time and information provided, GA’s are willing to write reference letters for scholarships and post secondary applications.  If you GA feels there is another individual better suited to write the reference letter, they may suggest you contact that person for a stronger reference.  HCOS Grad Advisors do not: Act on behalf of a course instructor or teacher GA’s will not respond to or interpret course specific questions or instructions (interpret teacher emails etc).  If you have questions about a specific course, they will direct you to contact the course teacher for more information. Complete application forms for students Post Secondary Applications  Grad Advisors will work with families to help students plan for the appropriate course or program prerequisites IF families bring that information to their Grad Advisor.  Grad Advisors do not research post secondary programs or institutions to determine entrance requirements, course prerequisites, application deadlines, etc for students. This is the responsibility of the student/family. Scholarship Applications Grad Advisors do not research scholarship information and/or apply for scholarships for students. This is the responsibility of the student/family. Provide regular, daily support for students GA’s do not monitor student work, activity, or engagement of students in their courses (or with teachers) on a daily basis to report to parents. It is the responsibility of the parent to maintain the ongoing, regular oversight of their student as they work through their grade 10-12 courses.  Students may access the Student Support Centre at any time if they need extra help with specific assignments, planning, or time management. Set up LS/IE Assessments or Services This is the responsibility of the LS or IE departments and they will contact you directly once the referral process is completed.  Transitioning from Grade 9 Welcome to the Grad Program! This page is to help you understand some of the ins and outs and changes as you move from Grade 9 to Grade 10. At any time, if the information is confusing please feel free to reach out to your Grad Advisor (GA). They are your sidekick through your grad years!  Student Support There are lots of resources and people to support your student's learning journey: The Office - office@onlineschool.ca Your Grad Advisor - check Encom under your Home information: Your Grad Advisor is the one to answer any questions you have about the grad program, requirements, course selection - the list goes on! Your Student's Teachers - each course, online or individualized, has a course specialist teacher at the grad program level. Please feel welcome to reach out at anytime to have discussions, or check in to see where you student is at.  Director of Grad Program - Chelsea Bitgood, chelsea.bitgood@onlineschool.ca   Inclusive Education (IE) Department - Learning Services (LS) and Inclusive Education teachers. If this is something you feel your student could benefit from, please bring it up in discussion with your Grad Advisor who can connect you to the right person on the team! Prerequisite Courses Although the ministry does not mandate prerequisite courses - having taken a specific course before being able to take another - it is highly recommended that in core subject areas you have completed the prior grade level. Core Courses: Mathematics, Sciences, English Language Arts and Social Studies For example, to take Foundations and PreCalculus Math 10, it is expected that a student has successfully demonstrated completion of a Math 9 course.  Course Types  The grad program currently has three different types of course offerings, all with subject specialist teachers: (Moodle will be for students who are finishing courses in 2023; otherwise, we have transitioned to Brightspace).  Individualized Courses These courses are designed using a Student Learning Plan template (SLP). The parent/student works together with the teacher to build and structure their learning goals, resources and materials. The modernized curriculum provides many opportunities for these courses to be unique, and tailored to a learner's passions and interests. Some individualized courses are hosted in Moodle where students can log in to submit assignments and work samples to their teachers as well as accessing additional resources for learning. These courses require parent participation to help facilitate the learning.  Online Courses These courses are hosted in Moodle, and all the of the learning activities and resources are provided for the students to complete. Curriculum is designed by the HCOS team, with biblical integration, in order to provide a robust learning experience for every student. Parent involvement is encouraged, though not required.  Hybrid Courses Hybrid courses are a mix between the two options. These courses use Moodle as a platform to structure the learning journey and are a teacher directed course. In some courses, students will choose their resource, and then based on their resource choice are given instructions on how to complete it. In others, teachers post material for students to follow along with in a more synchronized fashion.  All courses follow the modernized curriculum and the content outcomes, curricular competencies, core competencies and big ideas.  Please feel free to check out the ministry curriculum here .  Hopefully during your Grade 9 year you were able to try an online course. We recommend that during middle school years, students try to take 1 or 2 online courses. When the content starts to get heavier as the grades progress, often families are not sure how to support some of the core subjects - this is where an online course is a fantastic option to continue your academic journey.  While in middle school, students should participate in the planning of their SLP's. If they can attempt to help make suggestions and understand what is expected with their support teacher, the transition to those discussions with the grad program teachers will be smoother.  Grad Assessments The provincial government has mandated that all students must write two required exams before graduating, the Numeracy Assessment and the Literacy Assessment. The Numeracy Assessment 10 can be written anytime after completing Grade 9 Math, and can be written up to three different times before graduation. Students should take their first attempt in their grade 10 year.  The Literacy Assessment 10 and 12 are to be written in the corresponding grade years. Students have up to three attempts on each to improve their scores.  For more tips and tricks about getting ready for the Grad Program, please click here .  Troubling Shooting your Examity Test If you are having trouble with starting your Examity Test you can: Troubleshoot using the 'Chat' feature. Once logged into your exam session, there is a chat icon in the program. Clicking this will connect you with Examity technical support. Call their toll free number (855-392-6489, option 1) to speak directly to technical support. Or from your Examity page, in the top right, click email or call support.  Use the Test Taker Guide to troubleshoot on your own.  If everything is installed and you are unable to get the test started because you need a password, please watch this short video to find out how to source your test password. Viewing Graduation Assessment Results and Your Transcript This page provides information for students that would like to view their unofficial transcript or see the results of a Graduation Assessment Results.  Step 1: Create BCeID To access your StudentTranscripts Services, you will need to sign up for a BCeID. If you already have a BCeID please go down to step 2.  Complete the registration form for a Basic BCeID on the Ministry of Education's website Register for a Basic BCeID by entering your personal information. Use a personal email account that you will have for a number of years. When done, click  continue. The next page will ask you to Register for StudentTranscripts. You will need information used by your School of Record (ex. Personal Education Number).  You will receive a confirmation email indicating that you have registered for the BC Ministry of Education StudentTranscripts services. To complete the registration process you will need to activate your StudentTranscript Registration. Be sure to keep your userID and password on file as you will need both for future use. Step 2: Register for StudentTranscript Services Log in to StudentTranscript Services  using your BCeID information (userID and password). Once logged in you will have access to: Transcripts & Certificates Account Information Marks & Scholarships  System Notice(s) Video Tutorial for setting up BCeID and StudentTranscripts Services Homeschool Registered Acceleration and Retention Information for Registered Families Acceleration Acceleration is the practice of placing students at a higher than normal level of instruction to meet their learning needs. It occurs when a teacher provides the student with an advanced curriculum, when a student skips a grade, or when a student takes a specific course at a higher level. Students can be accelerated by grade, when they are advanced in all areas, or by subject. For example, in the latter case, a student in Grade 6 may be doing math at an advanced level and language arts at his age level. HCOS supports acceleration as a strategy in the support of gifted students. Retention HCOS prefers grade promotion (students staying with their age levelled peers, with learning supports) over retaining students for the following reasons: The achievement and adjustment of students who are retained tends to be no better than those of comparable children who are promoted. Repeating a grade does not ensure that children will overcome the areas of deficiency.  Students who repeat the same material without new instructional strategies tend not to attain the same levels of competence as students who are promoted. Retention affects students socially, emotionally and educationally. Impact on Enrolling  HCOS recommends that if a family is considering either acceleration or retention, or has done so while registered, upon entering the enrolled program that they connect with the administrator for their region. If you are unsure who your local administrator is please reach out to office@onlineschool.ca   U pon enrollment in an online program, previously registered students may be offered an assessment to help determine the appropriate level in which the student should study at.   Getting Started as a Registered Homeschooler with HCOS If you were unable to attend the webinar that HCOS presented called “Getting Started as a Registered Homeschooler with HCOS”, then we invite you to either view the recording here , or you can view the slide presentation as a PDF here .    HCOS Registered Students in Online Courses Can my HCOS registered student take an online course? Yes! Grades 5-9: HCOS Registered students in grades 5 through 9 can take synchronous or asynchronous online courses as a part of their educational plans. There is a tuition fee of $250 per online course as unfortunately, registered students do not receive funding from the government.  Grades 10-12: HCOS Registered students in the grad program (grades 10-12) can take synchronous or asynchronous online courses at no cost, as courses in the grad program are funded on a course by course basis.  Please note that in grades 10-12 taking an online course starts the creation of a BC Transcript for your student.  What courses can I take? Grades 5-9: Please see our course directory here . Grades 10-12: Please see our course directory here .  Use the menu on the right side to select "HCOS," then the appropriate grade level and "online" and/or "synchronous"). How do I apply? Please fill out our application through our cross enrollment division, BC Online School.  Select the appropriate grade level and course you wish to apply for.  In the ‘How did you hear about us?’ box, please include under Other: Registered Student. This will help us expedite the application. Inclusive Education Program EA Support COVID-19 Safety Protocols Due to COVID-19 being with us for the foreseeable future, we will be working in a unique environment for the 2020-21 school year. Public health officials are encouraging each of us to do our part to mitigate the impact of COVID-19 where we work, live and play by following these health and safety guidelines:  If you’re sick, stay home.  Practise physical distancing (minimum 6 feet).  If physical distancing can’t be maintained, wear a mask.  Wash your hand frequently - minimum of 20 seconds with hot water and soap.  Avoid touching your face/eyes. During COVID-19, online learning is the preferred method and should be considered. If online learning is not feasible, HCOS is preparing to provide in-person EA support to students/families in September with the following safety protocols in place. You will be notified of any modifications to the protocols below, should directives via Public Health and the Ministry of Education change. Safety Measures for In-Person EA Support: EA daily self-health check - fever, dry cough, tightness in chest, extreme fatigue, etc. Check-in with the family the morning of a scheduled session to ensure that there is no illness in the home - fever, dry cough, tightness in chest/shortness of breath, extreme fatigue, etc. EAs are required to wear PPE in the form of a mask if physical distancing can’t be maintained. EAs are responsible for providing their own masks. Handwashing upon arrival and prior to leaving the student’s home. Sanitization of workspace prior to and after a session.  Other Recommendations:   Consider hybrid learning - a mix of online and in-person learning. Engage in outdoor activities whenever possible. Use open space inside the home rather than small more enclosed space. Avoid sharing writing utensils or other learning materials. EAs Working at Community Connections: The Learning Groups team is working to be creative, flexible and innovative to make learning happen as closely to what has been traditionally offered. Learning Groups come in a variety of shapes and sizes and the LG staff is working together with venues, facilities and coordinators to help ensure health and safety measures are met. The goal is to make any precautionary measures as routine and natural as possible. Please send any questions and concerns regarding a Learning Group activity to lg@onlineschool.ca and one of the LG team members will be happy to assist you. Please note which LG opportunity you are inquiring about. Teachers will encourage their IE families to have disinfecting wipes/sprays available for use for high touch areas and workspaces. EAs are also encouraged to carry their own supply. If you have concerns about possible exposure to COVID-19, call 811and monitor for symptoms. Please contact your IE teacher immediately.  Thank you in advance for your part in helping to ensure that HCOS provides a healthy learning environment for students and Education Assistants. Education Assistants (EAs) The Ministry of Education has provided funds for the Distributed Learning (DL) Inclusive Education program for your child. It is a privilege to have an Education Assistant (EA) working in your home.  HCOS values the commitment that EAs make to students/families. Parental/Guardian Expectations A parent/guardian is required to be present in the family home during EA sessions. EAs are not permitted to work in their own home with a student. EAs may work in a public setting like a library, if sessions are not feasible in the family home. Ensure that siblings are supervised during EA sessions to avoid distraction and disruption.  EAs are not responsible for the care/supervision of siblings that are not under contract with HCOS for EA support. Ensure the student is ready for services upon arrival of the EA, including having the necessary materials ready.  If the EA is also working with the IE student in the Home, supporting CC homework, the EA may receive paper copies in class or forwarded email from parents, unless special arrangements have been made to be included on the teacher’s email list. When an IE student is supported by an EA at Community Connections or a Learning Group, notify the EA, teacher, and CC Coordinator when the student will not be in attendance. The CC coordinator will have EA contact information and inform EAs in the case of unexpected CC closure due to weather or other unforeseen circumstances.  EA supported students at Community Connections may not attend on-site if the EA is unable to attend and a substitute is unavailable. Please contact your IE Case Manager to see what can be arranged. The EA is to contact the family, the CC Coordinator and the Case manager around absences. Inform the EA of sickness in the home in advance of the EA’s arrival.  A mutually agreeable standard should be in place around cancelling sessions when an EA, student or other family members are sick. Parents/guardians cannot dismiss an EA. They are a contractor of HCOS. If there are personnel related problems, contact your IE teacher immediately. Education Assistants - Scope of Work The Education Assistant is contracted to provide the following services, as requested by HCOS: Participate in the creation of the IEP, and if necessary, be available for collaboration on term reviews with the IE Teacher. Perform and comply with the duties listed in the IEP and with any other reasonable requests from HCOS administration considered to be normal relational responsibilities between the IE Teacher, the EA, the child(ren), and the parents/guardians of the child(ren). Collaborate with the IE Teacher/parent on the acquisition, organization and modification of instructional material. Be in weekly contact with the IE Teacher around student progress Attend EA meetings as required Give advance notice to the family and the IE Teacher if unable to complete their duties for a specific period of time (i.e., vacation, etc.). Create guidelines around provision of service pertaining to sickness of the EA, student or other family members. Follow the time-sensitive behaviour/incident reporting protocols. Collaborate with parents/guardians of the student in a respectful manner and as a team member. Prioritize the needs of the student. Cancelled Sessions It is vital that we are good stewards of the resources and people that are in place to assist in the education and support of students. The following policies are in place around cancelled sessions.  Cancelled sessions are billable - hours per week as outlined in an EA’s addendum/invoice are billable if the session is cancelled or if session time is shortened by the parent/guardian.  Please be aware that if the student that the EA supports is absent, the EA is expected to attend CC and provide general support to the class. The EA is not obligated to reschedule a cancelled session.  EAs will use cancelled sessions for lesson preparation, completing student reporting in FileMaker, teacher communication, professional development and any other administrative type tasks. An EA cannot invoice for scheduled sessions that fall on a statutory holiday, unless those hours are worked. The EA must report all cancelled/shortened sessions on their invoice.  In the event of inclement weather where school is cancelled in the local school division and/or buses are not running, HCOS will deem it unsafe for an EA to drive. The scheduled session can be cancelled and hours invoiced. It is the responsibility of the Education Assistant to give a minimum of 24 hours’ notice for any sessions that must be cancelled with a student (outside of sudden illness or other unforeseen circumstances). Unless session time is rescheduled, these hours are not billable. If there is a consistent pattern of cancelled EA sessions by the parent/guardian, this may result in the reduction or cancellation of EA services. Invoicing The final day of EA services for any given school year is June 15. EAs do not provide services during the summer months. EA invoices are sent via email to parents/guardians mid-month. Parents are required to verify EA sessions and respond to the EA office with their confirmation of hours, or to report discrepancies. Inclusive Education Inclusive Education (IE) Program Our IE Program works with students who receive additional funding to help build specialized programs that aid in their success as learners. Our diverse and robust program is made up of British Columbia certified teachers who specialize in IE education, Education Assistants (EAs) who work directly with students in home, an experienced office support team, and a wide variety of community-based support services throughout the province. If you would like more information on our IE Program, please visit this page: Inclusive Education . Learning Support (LS) Program We also offer an LS Program for students who are not designated IE students but would benefit from specialized planning and, where possible, some additional support. Some students may have learning challenges that are outside of IE designations; these include but are not limited to Attention Deficit Hyperactivity Disorder (ADHD), dyslexia, speech difficulties, giftedness, and written output delays. If you suspect your child would benefit from extra help and are seeking advice with regard to their learning, please contact your support teacher with your concerns. The support teacher will then contact our LS Team to discuss how best to offer support. For more information on our LS Program, please see this page:  LS Program . Individual Education Plan In addition to a Student Learning Plan (SLP), which all students receive, students in our IE Division and some LS supported students also have an Individual Education Plan (IEP) that outlines specifically how their education program will be adapted to help them succeed. Teachers work closely with parents and other support team members to write the IEP. Seed Grades 5-9 Program Overview Seed Facilitates a group experience in a creative environment under the guidance and direction of a HCOS Seed teacher. The Seed program brings students together with Google Workspace, including Google Classroom and many other digital resources, allowing EA or parent support to be given easily. The exciting and innovative virtual tools create expectations that encourage students to strive to reach their potential. Seed successfully captivates students, allowing them to learn at their own pace and through their personal interests. The virtual aspect allows pacing, technology in the place of handwriting, and robust support through EA and/or parents in the home. Success A high percentage of students move on from Seed to a Dogwood or Adult Dogwood, when it wasn't part of the original planning earlier in their academic schooling. Seed focus on building the core competencies, building on a student's strengths and teaching students how to self-advocate for support. Seed also helps students who want academic programs when Dogwood isn't the focus. Most students end up doing 2-3 years of the Seed program due to their huge growth, an increase of self-confidence, social skills, and even taking on leadership within the small group synchronous classes. Vision Statement In Experiential Design, the goal is that all learning (Seed) is planted deeply and given the opportunity to be rooted and grounded with solid comprehension. By fully experiencing learning practically and personally with authentic and meaningful projects wherein choice, collaboration, critical thinking, communication, and creativity are a part of the teaching pedagogy, students’ educational experiences will far surpass mere knowledge without experience. Learners will be filled up with the richest of opportunities to grow and blossom into who God has created them to be, and also be provided with meaningful interactions and experiences with the world around them as followers of our amazing, loving God. Ephesians 3: 16-19 Amp. May He grant you out of the riches of His glory, to be strengthened and spiritually energized with power through His Spirit in your inner self, [indwelling your innermost being and personality],  17  so that Christ may dwell in your hearts through your faith. And may you, having been  [deeply] rooted and [securely] grounded  in love,  18  be fully capable of  comprehending  with all the saints (God’s people) the width and length and height and depth of His love  [fully experiencing  that amazing, endless love];  19  and [that you may come] to know [ practically, through personal experience ] the love of Christ which far  surpasses [mere] knowledge [without experience ], that you may be  filled up  [throughout your being] to all the fullness of God [so that you may have the  richest experience  of God’s presence in your lives, completely filled and flooded with God Himself]. 2023/2024 SeedCourse Offerings Grades Five to Nine program covers five grade-level courses: All courses are adapted unless previous arrangements are made with Seed Teacher, IE Teacher, RA and Seed Admin Adapted courses available for Grades 5 - 9 Applied Design, Skills and Technologies Bible Language Arts Science Social Studies Grad - some students (modified) in grades 10-12 may be a good fit to join the grades 8 and 9 in Seed.  This can be discussed with the Seed teachers and admin - Steve Bastian. Seed Grad for Credit - please click here for more information . Benefits The heart and soul of the Seed Program and the Seed Teachers is to love, care, and guide each individual student along their own path, fulfilling the academic and social goals of BC’s Modernized Curriculum. Through the guidance, inspiration, and support of the Holy Spirit, we, the Seed teachers, hope that the students will experience the knowledge of God’s love for themselves. Benefits of the program include: 1:1 support as needed on a weekly basis through regular meetings with Seed teachers on Zoom. Seed teachers work to build significant relationships with each of their students and caregivers. Social skills development within a safe group environment. Lessons are differentiated to support all learning styles, with multiple ways to present learning.  Students are prepared to be ready for the transition from Grade 9 to Grad through grade-level content and the development of the competency skills needed to be successful. Strong emphasis on growing and developing a student’s personal faith and service-oriented lifestyle. Interaction in Group Meeting Weekly in order to build relationships with others and gain confidence in oral skills. Literature Circles are great opportunities for students to practice sharing. Each student comes to meetings prepared to elaborate about their assigned role from a novel that is being read by the whole group. Safe Digital Citizenship and gaining increased technology skills. Efforts are significantly praised and struggles are supported with love and care. Formative Assessment to help students progress steadily. Goals and expectations are set to stretch according to where a student is in their personal journey in collaboration with parents, IE teacher, and other support. Student Tasks ADST - Tynker, Scratch, Minecraft and Roblox Building Projects,, Digital Citizenship Course, Google Suite Tools for Education, Modules completed based on grade level Competencies, Content, and Big Ideas. LANGUAGE ARTS - Novel Studies Complete with Literature Circle Meetings (3 Novels completed each year and the list will be supplied in advance so purchases can be made early in the year. The parent can utilize Encom funds for the novels. Best to get ordered using Amazon via order in Encom as the school has Amazon Prime and it  really reduces the costs of shipping.), Grammar developed through Grammaropolis for grades 5-7, Weekly Editing assignments, Shakespeare, Writing Development throughout the year using a variety of tasks including blogging, forums, collaboration with Google Docs, reports, essays, Passion Projects, Comics with Pixton, hands-on projects and much much more.  SCIENCE - Virtual Interactive experiments, Hands-On Activities, Exploring the Scientific Method through completing experiments, Inquiry projects, Research, using Google Apps to chart Data, BrainPOP, Discovery Education videos, Gizmos from Explore Learning, and more. SOCIAL STUDIES - Inquiry-based research projects for topics such as Turning Points in History, Discrimination in History, Google Earth Voyages, AR virtual field trips.  What in the World and The Canadian Reader are used extensively. Class Connections Each new student will be connecting 1:1 for 45 - 60 minutes with the Seed Teacher for the first two weeks. After the first two weeks, the 1:1 schedule will be every other week. These time slots are chosen individually in consultation with the SEED teacher. As time is particularly booked to fit the student and teacher schedule at the beginning of the year, changes cannot be made during the year. If a meeting is missed, a make up time is not available, however, each teacher has Drop In office hours that a particular need can be addressed. Group Connections are on Thursdays and time is dependent upon grade level. “Woodlands” (grades 5 - 7) is at 9:00 and “Evergreens” (grades 8 and up)  is at 10:00. These meetings are almost every Thursday, but there are a few that are missed due to holidays or ProD with teachers. All meetings are done via Zoom and the links for the meetings will be shared in September. If a connection time is to be missed, please inform the Seed teacher; work due is still expected to be turned in on time. Start Dates New Students meeting start week of September 11th for One-on-Ones ALL Group Meeting Starts Thursday, September 21th 2023 Returning Students One-on-Ones start week of the 18th Full Year Schedule will be available in in Google Classroom Technology & Resources Needed and Utilized Either a PC or Mac will work with all software and platforms within Seed Items Needed for all grades: Every computer being used for meetings needs to have either a built-in webcam and microphone or an external one. Video is an essential part of the program. (In order to be excused from using video in group meetings, it needs to be documented in the IEP and talked about with the Seed teacher to give an understanding of the reasons. Video in face-to-face meetings with the teacher is essential to build the relationship.) A Noise Cancelling or Sound Isolating Headset with microphone is a requirement unless a student is working in a completely quiet area. Distractions from background noises cause many students sensory and focus challenges. A directional microphone.  Since many students are sensitive to distracting noises, having a quality microphone that won't pick up background noise is very helpful. Multiple Programs will be utilized at no cost or minimal within the lessons: Google Workspace Apps including Google Classroom, Read & Write, Important to use Chrome as the student’s browser for doing schoolwork, Wolf Quest, Fanschool, FlipGrid, PixtonEDU, Infographics, Screencastomatic, Zoom, etc. All instructions with significant 1:1 support will be provided as we use the programs through the year. Experiential Items are used in many lessons and practice. Your teacher will provide a list two weeks in advance of items needed and guardians are expected to purchase these items as part of their school supplies.  Eg. popsicle sticks, elastic bands, plastic bottles, play doh, cardboard, glue, outdoor supplies such as twigs, stones, leaves, pipe cleaners, beads, paper clips, pasta, water colour paints or markers, poster board, fabric, seeds, food colouring, salt, sand, model supplies, baking soda, vinegar, steel wool, salt, cabbage (purple), thermometer, magnifying glass... Student Admittance Process Only available to Inclusive Education or Learning Services  designated students or recommended by Learning Services/Learning Coach. If you are unsure, please contact your case manager teacher to ask more about admittance. The application form is completed by IE Teacher or LS Regional Administrator. HCOS considers the privacy and protection of student information of utmost importance. We also hold the value of community and the relationship between students and teachers to be paramount. In an online learning environment, this is achieved primarily through the use of technology including, but not limited to: Zoom, Google Workplace, Google Classroom, and FlipGrid. These services, and others, allow our teachers and students to share information, share recorded class sessions and interact with each other at a distance. As such student names and faces may be visible in recordings shared with students and parents. Prior to participating in a class that may involve some form of recorded student presence we ask that you review our online session recordings policy and complete the question below. Online Recording Policy Please let you IE or LS teacher know that you agree with this policy for acceptance into Seed. Please note, the course work is managed through use of Google Classroom.  Family and students must be comfortable with having a student account with Google.  Legal Guardians will be required to sign the school forms on the Google Student Policy. Student and Family will be emailed a "Get to know you form" in order to gather further information and best ensure success/supports within Seed. Seed is a 10-month synchronous program (September to June).  We require commitment for the 10 months, from a family, student, IE Teacher and EAs to ensure success. Students sometimes hit the "proverbial wall" and may require extra effort from the entire team to climb over and proceed to success in the program. We have seen students that remain committed to a whole school year are successful and return for 2-3 more years in the Seed program. These are celebrated moments of growth. Seed Lite Description Seed Lite is a small taste of the Seed program. It is available for grades 5-8 and is the perfect way for a student, family and teacher to see what is at the heart of Seed through an ADST Module with some of the extra support that makes Seed successful. The Seed Lite class uses tools such as Google Classroom as the LMS (learning management system) that allows for differentiation and tools such as Read&Write and Grammarly to be integrated into all of the students' work. Topics may include: Digital Citizenship Google Apps & Google Classroom - how to maximize your learning style Pixton Hour of Code Google Earth Brush Ninja and Google Slides Mission of Seed In Experiential Design, the goal is that all learning is planted deeply and given the opportunity to be rooted and grounded with solid comprehension. By fully experiencing learning through practical, personal and meaningful projects, students will develop critical thinking, executive functioning, communication skills and creativity. Learners will be filled up with the richest of opportunities to grow and blossom into who God has created them to be, and also be provided with meaningful interactions and experiences with the world around them as followers of our amazing, loving God. May He grant you out of the riches of His glory, to be strengthened and spiritually energized with power through His Spirit in your inner self, [indwelling your innermost being and personality], 17 so that Christ may dwell in your hearts through your faith. And may you, having been [deeply] rooted and [securely] grounded in love, 18 be fully capable of comprehending with all the saints (God’s people) the width and length and height and depth of His love [fully experiencing that amazing, endless love]; 19 and [that you may come] to know [ practically, through personal experience ] the love of Christ which far surpasses [mere] knowledge [without experience ], that you may be filled up [throughout your being] to all the fullness of God [so that you may have the richest experience of God’s presence in your lives, completely filled and flooded with God Himself]. - Ephesians 3:16-19 Amp. Schedule 2023/2024 All Classes are on Wednesdays 9 am-9:45 am. Dates of Classes: January 31 February 7, 14, 21, 28 March 6, 13 No Classes during Spring Break (March 18th - 29th) April 3, 10, 17 **There may be cases where the schedule may need to be adjusted Office Hours for extra help: Please contact your Seed Lite teacher and they will be happy to help! Technology Required Laptop (PC or Mac) **Chromebook may work but may have some limited function** Webcam and microphone for the classes and individual help High-speed Internet (Capable of Zoom video feed) How to Apply The deadline to apply is January 22th. Your LS or IE Case manager must complete the application form. Please communicate with them. If you desire to communicate with Mrs. Beglaw or Mr. Gibson (Seed Lite teachers) to learn more details and see if this is a good fit for your student please email her to set up an appointment at sbeglaw@onlineschool.ca or bgibson@onlineschool.ca This program is only available to Learning Services and Inclusive Education Students. Students will be assigned a homeroom Seed Lite teacher (Mrs. Beglaw. Mrs. Stewart or Mr. Gibson) as their go-to for support and listed in Encom as the teacher of the course. Seed Grad Seed Grad offers two streams where students can build their skills and gain credits towards their Dogwood while working towards success in their Grad program years. To sign up for Seed Grad, please contact your IE Case Manger, Grad Advisor or Learning Services support. Overview Seed facilitates a group experience in a creative environment under the guidance and direction of a HCOS Seed teacher. The HCOS Seed program brings students together with Brightspace and universal supports such as Google Workplace, Read&Write, Grammarly other resources, allowing EA or parent support to be given easily. The exciting and innovative virtual tools create expectations that encourage students to strive to reach their potential. Seed successfully captivates students, allowing flexibility and adaptations while working towards completing classes towards their Dogwood. Success Seed focuses on building the BC core competencies, building students' strengths and teaching students how to self-advocate for support. The Seed program sees growth academically, improved executive functioning skills, and an increase of self-confidence, social skills and students taking on leadership within the small group synchronous classes.  Vision Statement Within the experiential design model, the goal is that all learning (Seed) is planted deeply and given the opportunity to be rooted and grounded with solid comprehension. By fully experiencing learning practically and personally with authentic and meaningful projects wherein choice, collaboration, critical thinking, communication, and creativity are a part of the teaching pedagogy, students’ educational experiences will far surpass mere knowledge without experience. Learners will be filled up with the richest of opportunities to grow and blossom into who God has created them to be, and also be provided with meaningful interactions and experiences with the world around them as followers of our amazing, loving God. Ephesians 3: 16-19 Amp. May He grant you out of the riches of His glory, to be strengthened and spiritually energized with power through His Spirit in your inner self, [indwelling your innermost being and personality],  17  so that Christ may dwell in your hearts through your faith. And may you, having been  [deeply] rooted and [securely] grounded  in love,  18  be fully capable of  comprehending  with all the saints (God’s people) the width and length and height and depth of His love  [fully experiencing  that amazing, endless love];  19  and [that you may come] to know [ practically, through personal experience ] the love of Christ which far  surpasses [mere] knowledge [without experience ], that you may be  filled up  [throughout your being] to all the fullness of God [so that you may have the  richest experience  of God’s presence in your lives, completely filled and flooded with God Himself]. 2023/2024 Seed Course Offerings Humanities Christian Studies 10 (details to be announced) English 10 (Literary Studies 10 and Composition 10) Social Studies 10 Math/Science/ADST Workplace Math 10 Science 10 ADST 10 (choice of Computer Studies 10, Electronics and Robotics 10, or Food Studies 10) Modified program students in grades 10-12 may be successful in joining grades 8 or 9 Seed programming.  This option can be discussed with Seed teachers in consultation Seed Administration and IE RAs. Benefits The heart and soul of the Seed Program and the Seed Teachers is to love, care, and guide each individual student along their own path, fulfilling the academic and social goals of BC’s Modernized Curriculum and Competencies. Through the guidance, inspiration, and support of the Holy Spirit, we, the Seed teachers, hope that the students will experience the knowledge of God’s love for themselves. Benefits of the program include: 1:1 support as needed on a weekly basis through regular meetings with Seed teacher(s) on Zoom. The building of significant relationships between students and teachers Social skill development within a safe group environment. Differentiated lessons to support all learning styles, with multiple ways to present learning.  Preparation for the transition from Grade 10 Seed to other Grad classes through grade-level content and the development of the competency skills needed to be successful. A strong emphasis on growing and developing a student’s personal faith and service-oriented lifestyle. Interaction in synchronous classes weekly in order to build relationships with others and gain confidence in oral and presentation skills. Safe Digital Citizenship and gaining increased technology skills. Setting goals and expectations personalized to where a student is in their journey in collaboration with parents, IE teacher, and other supports. Class Connections Individual Meetings Each new student will connect 1:1 for 45 minutes with the Seed Teacher for the first two weeks. After the first two weeks, the 1:1 schedule will be every other week. These time slots are chosen individually in consultation with the Seed teacher. As time is particularly booked to fit the student and teacher schedule at the beginning of the year, changes cannot be made during the year. If a meeting is missed, a make-up time is not available; however, each teacher has drop-In office hours that students can attend. Group Meetings Group Meetings are on Thursdays - Details to be announced. All meetings are held via Zoom and the links for the meetings will be shared in September. If meeting links are changed throughout the year, they will be communicated to students via Brightspace and/or email. If a connection time is to be missed, please inform the Seed teacher; work due is still expected to be turned in on time. Start Dates New to Seed students meetings start week of September 11th for one-on-ones All student meetings start Thursday, September 21th 2023 Returning students one-on-ones start week of the 18th Sync Classes are on Thursday mornings Math, Science and ADST ~ Thursdays 9:30-10:30 Humanities ~ 11-noon Technology & Resources Needed and Utilized Either a PC or Mac will work with all software and platforms within Seed Items Needed: Every computer being used for meetings needs to have either a built-in or external webcam. Video is an essential part of the program. In order to be excused from using video in group meetings, it needs to be documented in the IEP and talked about with the Seed teacher to give an understanding of the reasons. Video in face-to-face meetings with the teacher is essential to build the relationship. A noise canceling or sound isolating headset with microphone is a requirement unless a student is working in a completely quiet area. Distractions from background noises cause many students sensory and focus challenges.  A directional microphone.  Since many students are sensitive to distracting noises, having a quality microphone that won't pick up background noise is very helpful. Multiple software programs will be utilized at no cost or minimum within the lessons: Google Workspace Apps, including Grammarly and Read & Write. It is important to use Chrome as the student’s browser for doing schoolwork, Fanschool, Flip, PixtonEDU, Infographics, ScreenPal, Zoom, etc. All instructions with significant 1:1 support will be provided as we use the programs throughout the year. Experiential items are used in many lessons and practice. Your teacher will provide a list two weeks in advance of items needed and guardians are expected to purchase these items as part of their school supplies. Eg. popsicle sticks, elastic bands, plastic bottles, play-doh, cardboard, glue, outdoor supplies such as twigs, stones, leaves, pipe cleaners, beads, paper clips, pasta, watercolour paints or markers, poster board, fabric, seeds, food colouring, salt, sand, model supplies, baking soda, vinegar, steel wool, salt, cabbage (purple), thermometer, magnifying glass etc. Student Admittance Process The Seed program is only available to Inclusive Education or Learning Services designated students or students who are recommended by Learning Services. If you are unsure, please contact your case manager teacher to ask more about admittance. To be admitted to Seed: Your IE Teacher or LS Regional Administrator will complete the application form. (Talk to your IE teacher, Learning Coach or IE Grad Advisor).  The student and family will be emailed a "Get to know you form" in order to gather further information and best ensure success/supports within Seed. Students must accept and abide by the privacy policy. HCOS considers the privacy and protection of student information of utmost importance. We also hold the value of community and the relationship between students and teachers to be paramount. In an online learning environment, this is achieved primarily through the use of technology including, but not limited to: Zoom, Google Workplace, Brightspace, and Flip. These services, and others, allow our teachers and students to share information, share recorded class sessions and interact with each other at a distance as such student names and faces may be visible in recordings shared with students and parents. Before participating in a class that may involve some form of recorded student presence, we ask that you review our online session recordings policy and complete the Online Recordings Consent Form . When asked for teacher email, please use the Seed Admin’s email: sbastian@onlineschool.ca Seed is a 10-month synchronous program (September to June). We require commitment for the 10 months, from a family, student, IE Teacher and EAs to ensure success. Students sometimes hit the "proverbial wall" and may require extra effort from the entire team to climb over and proceed to success in the program. We have seen students that remain committed to a whole school year are successful. These are celebrated moments of growth.  Please feel free to contact Steve Bastian , the Seed Administrator, if you have any questions. IE HCOS Loaned Computers IE Loaned Computers Inclusive Education loaned computers are the property of HCOS, and can be loaned to students for use for their education. Please communicate with your Case manager around details on ordering a computer for loan.  Repairs If your loaned HCOS computer is requiring repairs, please get in touch with your case manager and provide them with this information so they can request repairs for you. Make and Model Details (if possible, pictures/screenshots) of the problems you are experiencing Have all updates been performed Does the computer boot up, or fails in bootup Has the unit been damaged (spills, drops and etc) Have you completed backups of the computer to save student work Student Username and Password for logging into the computer Time Machine Backups For your HCOS Apple Computers, please use the supplied USB flash drive to create a backup (Time Machine) of your computer at least once a month. Here is a video on how to set that up.  PC Backups For your HCOS PC Laptops, please use the supplied USB flash drive to create a backup of your computer at least once a month. Here is a video on how to set that up.  Windows 11 Windows 10 IE HCOS Loaned Computers First Login - PC All new PC laptops from the IE Program are Lenovo's L14s with Windows 11. All Gen 4 versions have been sent out with Windows 11 with a modified login to help simplify the process and have the necessary software pre-installed. Below are screenshots and instructions for the login process. The most important aspect is NOT to connect to the internet until the set-up is fully complete. Turn on your Lenovo L14 computer - please have it plugged in and charging for the setup process. DO NOT connect to the internet when prompted in the set-up. Click "I don't have internet". If you do connect, Microsoft will require you to create or log in to a Microsoft account with your email and cell phone number. Please click the "Continue with limited setup". You can always change the settings later if needed. Type in the Student's Name. Create a memorable password for the student's account. Confirm the Password. Add Security Questions (It will require three different questions with answers). The L14 laptop has a fingerprint sensor; you may add that to the computer for a simpler login instead of needing a password each time. You may also choose "Skip for Now". The Sensor is the power button on the right side above the keyboard. You will need to create a memorable PIN for your login. Please keep this number saved and safe. The computer should now bring you into the normal Windows start-up. Once the computer has opened, you may now connect to the internet. We recommend the first thing you do is go into Windows Security and ensure Virus Threat and Protection is turned on and updated.  If you have questions or need help, please contact tickets@onlineschool.ca for help. K-9 Program Courses Required for Grades K-9 The chart below provides important information for the required courses at HCOS for each grade level. Grades K to 4 5 to 7 8 9 Bible Yes Yes Yes Yes Math Yes Yes Yes Yes Science Yes Yes Yes Yes Social Studies Yes Yes Yes Yes Language Arts* Yes Yes Yes Yes PE & Health Yes Yes Yes Yes Career Yes Yes Yes Yes Languages**  No Yes Yes Optional Fine Arts*** Yes Yes Yes Yes ADST Yes Yes Yes Yes *Language Arts includes all of the following: Reading, Writing, and Oral Language learning **Languages includes all language learning that is not a students primary spoken and written language ***Fine Arts can be one of Visual Arts, Music, Drama or Dance   K-9 FAQs We have enrolled, talked with the Registrar and Regional Administrator, what are the next steps? Please view our New Families: Eight Steps for getting started in K-9 for more information. Who is my Regional Administrator? You can see who your Regional Administrator is on the HCOS Website . We also have a Middle School Administrator for our grade 5 to 9 online courses, which you can find on the HCOS Website . When will my support teacher contact me to get the school year started? Generally, support teachers will reach out to families toward the end of August. They will start by making sure they have your correct email address and then move to ensuring you have resources in place for the upcoming school year as they work with you to build the Student Learning Plan (SLP). Support teachers may reach out prior to the end of the previous school year, but the majority of communication starts at the end of August.  How much communication should I expect with my support teacher and online course teacher?  Communication with your support teacher will take place on a weekly basis and will vary between different forms of communication. HCOS teachers will often communicate over  email, Zoom, SeeSaw, phone calls, home visits, and various other forms throughout the school year. As a parent, you will be responsible for sending in work samples for your child. Your support teacher will reply and be able to provide feedback and open communication with you through this.  Online teachers primarily communicate with students directly through their feedback on submitted assignments. Parents can reach out to an online teacher at any point via email and at any time during a school year.  Am I able to track where my child is at in their online courses or connect with online course teachers? Online course progress is available for parents to see for each online course their child is taking. This is done by selecting the ‘Online Course Progress’ button in Encom (our data management system), where you can see all online courses and how much has been completed in each course. It is advised that parents keep track of their child’s progress in each online course,  as the year progresses to ensure they are on track to complete the course in a timely manner. Parents are welcome to meet with online course teachers. Teacher contact information is available  through the Teacher Directory or by clicking on the teacher’s name on the report card tab in Encom. Do I meet with my support teacher? Support teachers aim to have at least three home visits a year with their families that are within a reasonable distance (as decided upon with their administrator). These visits are intended to help aid in gathering student work samples, collaboratively building the learning plan for the school year, meeting and (at times) working with students, and general relationship building.  How do I share work samples with support teachers? This will depend on whether the course is an individualized course or an HCOS online course.  For individualized courses, parents send work samples to their support teacher using a variety of tools including, but not limited to, email, SeeSaw, FreshGrade, and in person home visits.  For HCOS online courses, students submit work online directly in the course and will also upload completed work samples to a management tool called Moodle (which uses a simple drag-and-drop method for adding completed documents) (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  How is a plan built for my child’s school year? Your support teacher will work with you to build a Student Learning Plan (SLP) for your child, each school year. The SLP is done collaboratively with the parent, support teacher and the student. It is the support teacher’s responsibility to write this and upload it in Encom (our data management system at HCOS). The SLP will outline the plan for each course for the year and will be worked on throughout September and part of October. Once the SLP is finalized and agreed upon, parents sign in acknowledgement that this is the plan for the school year. Will I get to choose my support teacher? The Regional Administrator (RA) for your area will assign a support teacher to work with you. Parents can make requests and the RA will take this into consideration when they are assigning a support teacher. How much funding do I get for resources and lessons? The amount of funding received will depend on your choice to pay for tuition or not. Please check out this page on Tuition and Bursary: Family FAQs Are there additional activities and resources for my child at HCOS? The answer is a big YES! We have a variety of face to face programs available to students and these vary depending on where families live. All options offered in areas around BC are listed on the HCOS Learning Groups website . These range from single events, to longer camps, to full one-day-a-week campus based programs running the majority of the school year.  We also have many additional, free resources available through our Learning Commons website . This includes books and ebooks that can be signed out, online subscriptions largely paid for by HCOS, Unit Study Kits, resource suggestions for each grade, and other free resources are available throughout the school year. What is a reasonable amount of time to spend on school work each day? This largely depends on the age and ability of a student. A very general guideline would be thirty minutes of seated work time per grade for the core academic subjects. For example, a grade 5 student would spend three hours each day working on Math, Language Arts, Social Studies, Science, and Second Language resources. The other four subjects (Christian Studies, PE and Health, Career Education, and ADST) would be completed largely through activity based learning. This general guideline needs to be considered as just that, a very general approach as each student will have a learning plan designed to meet their individual needs and abilities.  Parents are encouraged to review this with their support teacher and online course teacher as they will be able to offer insights and suggestions on how best to organize a work day.  What is an ‘Individualized’ course? An individualized course is one that a parent delivers to their child in a home learning program that has the oversight of an HCOS support teacher. For each Individualized course, the support teacher will build the Student Learning Plan, and will gather work samples and provide feedback and assessment throughout the year. Students will receive two report cards a year.  What is an ‘Online’ course?  An online course is one that is primarily completed online. Each online course has a subject specific specialist teacher who manages the course, marks and gives feedback on assignments, holds office hours for student support, and gives report card marks and feedback twice a year.  Online courses are also available in two formats, asynchronous and synchronous Online Synchronous - this option uses the online courses that HCOS has written, and also has the added benefit of weekly zoom meetings with the course teacher. The student cohort in these classes work together at about the same pace, beginning in September and finishing in June. Online Asynchronous - this option also uses the same online course as the synchronous course, but students have the flexibility to work at their own pace. Typically, these courses begin in September and finish in June. Students can start at different times, but we don’t advise to leave it too late in a school year to start them. These courses can also be finished earlier than year end if a student works at an advanced pace.  Can I use a combination of online courses and individualized courses? Yes! HCOS is set up to be flexible: we want to meet each child's learning needs. We offer online courses from grades 5 - 12 and you are welcome to choose online courses as an option for your child. (We encourage students in grades five to seven to limit their number of online courses and to work with their support teacher when selecting them.) Does HCOS offer summer school? Summer school is offered for students in Grades 8 and 9 for asynchronous (self paced) online courses.  Does HCOS offer a Homeschool Registered Program?  Heritage Christian Online School welcomes and supports registered homeschoolers by providing some support and parents can check out all the details on the HCOS website on our Homeschool Registered page .  K-9 Programs - Overview Thank you for your interest in our Kindergarten to Grade 9 Program at Heritage Christian Online School. Outlined below are the options available to you in our school. Our mission is to develop innovative Christ-centered educational opportunities for learners to explore and embrace God's unique purpose. This statement guides what we aim to do as a school in living out our Values and Vision as we work to provide educational support in your home learning adventure. There are two Home Education programs offered through HCOS. These are Registered and Enrolled and you would have applied for one of these when you filled out an application. Below is a brief outline of these two programs and related details, please read up on the program you applied for.  Documentation to be sent to HCOS office Copy of birth certificate Care Card Number Curriculum Agreement (Enrolled only) Residency Form  Registered Program Our Registered Program has been designed for families that desire to provide education for their children at home separate to the guidelines of the British Columbia Ministry of Education curriculum. Registered students receive minimal support from HCOS and you can read more on this at Support for Registered Families . Also, please see our website for more information on what it means to be Homeschool Registered.  Enrolled Program Our main program offered to families for support in their home learning is our Enrolled Program. This program is our fully supported program that partners you with a British Columbia Certified Teacher to build an educational program unique to each student. This is done through the resource budget available to Enrolled families, the building of a Student Learning Plan at the start of the year, and regular assessment and reporting on student progress throughout the year. This information will be reviewed with you in a General Intake Session and a phone call with your Regional Administrator.  If you would like to read up on more information related to our programs at HCOS, you can go to our Information for Families book in our online resource SOPHIE. The majority of the information in SOPHIE pertains to our Enrolled Program. HCOS Support in our Enrolled Program Your Support Teacher's Role Your child’s Home Room teacher at HCOS is your main contact point with the school and is responsible for your child’s educational program. They also support families through prayer, encouragement, and educational program guidance Communicates with you regularly (emails, phone calls, feedback on work samples submitted, home visits when possible and desired) Collaborates with you on a Student Learning Plan (SLP) starting in September and it may be adjusted throughout the year Provides assessment through regular feedback on work sample submitted weekly, Interim Grade Reports as needed, and Report Cards at the end of our two terms (end of January and end of June) Resource Budget PO numbers will be given which may be used through a variety of vendors Once curriculum for core subjects (Science, Socials, Language Arts, Math & Languages when applicable) is established, curriculum budget may be used for lessons and other resources PO numbers can be found in Encom Learning Commons Learning resources and kits Online Library of resources Online subscriptions Learning Groups In-person and virtual learning opportunities Long term - Community Connections, Community Connections Plus Short term - Learning Camps Curriculum Consultant and Packages  Our consultant can meet with you to work through specific resource questions as your Support Teacher will work on overall program planning Curriculum Picks curated by our Curriculum Consultant provide ideas for common resources for each grade level Foundation Skills Assessment (FSA) Testing Students enrolling in grades 4 and 7 are required to write the FSA tests in October and these are written at each family's home Online Courses  Online courses are available for grades 5 to 9 Weekly Contact With Support Teacher Phone calls, SeeSaw/Freshgrade, Zoom calls, texts, or other agreed upon methods Face-to-face visits when possible or desired Weekly sharing of work samples and activities as guided by your support teacher New Families: Eight Steps for Getting Started in K-9 WELCOME!   You're signed up with HCOS. You've talked with a Regional Administrator, and your child has been accepted. Here are the next steps. The purpose of this page is to help new to HCOS families get started in their school year. Hopefully, following this step by step guide will make the start of the new year as smooth as possible for you. Step 1: Connect with your Support Teacher Your support teacher is your primary connection to the school. They are responsible for collaborating with you in planning your year. They support, encourage and empower you in your home education journey. Your support teacher will help you choose and order curriculum for the year. They will, also help you with weekly input and guidance and help answer all your questions. Your support teacher will collect work samples throughout the year and will provide formative assessment (feedback). Your support teacher will write report cards for your children and play a large role in your child's educational journey as they work to support you. Regular communication with your Teacher It is very important that you work out a system for communicating regularly with your support teacher. The most used options include email, phone calls, texting, and reporting programs such as SeeSaw. The more your teacher knows about the work your children are doing and the areas you need help with, the better they are able to support you. Good, regular communication and relationship building is what makes the Enrolled Program work best. Step 2: Get into Encom Encom is our school database. It is where we house student applications, documents, Student Learning Plans (SLPs), report cards, Proof of Work, your curriculum spending account, and more. It's also where you choose any online courses. You will have received your Encom username and password in your "Welcome to HCOS" email (that is an important email to hang onto). Here is the link to the Encom How To page . Step 3: Work together with your support teacher to create Student Learning Plans (SLPs) for each of your children. The Student Learning Plans (SLPs) are very important documents. It is the main document that reflects the education plan for the year for each of your children enrolled and is specific to each student. Collaborating to write the SLP is usually your first contact with the support teacher. It's important to remember that the SLP is a living document, meaning that it can be revisited and revised during the school year. Parents are required to sign off on the SLP once it has been completed. Please view Understanding your Student Learning Plan (SLP) for more information.  Please view our required courses for course requirements for students in K-9. Step 4: Order your resources and sign up for courses  How do you purchase curriculum?  Your support teacher can help to guide you through this process. HCOS Curriculum Picks (For families who do not know where to start when it comes to selecting print curriculum, we have put together a collection of kindergarten through grade 9 print curriculum resources). Vendor Purchases The HCOS website has a list of vendors who accept HCOS PO#s. After reviewing the resource choices with your teacher, you can order those from one of the approved vendors. Here is the link to the Vendors and Ordering page . Non-Vendor Purchases New guidelines have changed how HCOS can process the purchasing of resources from companies that do not accept HCOS PO#s. For more information please see our Curriculum Purchasing Procedures. For a list of vendors which do accept HCOS PO#s please go to our Resource Vendor Directory .  For more information, visit Purchasing Process for Parents . Computer / Tablet Leases Computers, tablets and iPads can be leased through our computer lease program: Computer On Loan Agreement . Please note that you must obtain your support teacher's approval in order for the lease request to be processed. Online Courses If your student is taking any online courses, you can choose courses in Encom using the Course Selection Instructions (note: although this link refers to high school courses, the process is the same for Grade 5-9 online courses). After you do this once, you will need to have your support teacher do any other online course sign up for your students.  Visit the page titled Logging in to Brightspace and Accessing Course Pages if you need assistance setting up your student's Brightspace username and password for the first time. Reach out to your support teacher for additional help as needed. Step 5: Check out the Learning Commons The Learning Commons is our library. This is where you can find a variety of resources that can add to your home education with minimal to no costs. You can sign out physical books, eBooks, and audio books. We also have unit kits for Science and Social Studies. HCOS pays for many subscriptions, which both enhance and reinforce learning in all subject areas. To find out more information on our subscriptions, head to the HCOS Subscriptions part of the Learning Commons site. Your "Welcome to HCOS" email will also contain your login information for our Learning Commons.  Related links: Learning Commons General Information Learning Commons Access Step 6: Subscribe to your region's Learning Groups e-alerts  We have many Learning Group activities around the province. Everything from writing workshops, robotics, drama, field trips, to one day a week campus programs happens in Learning Groups. It is important to subscribe to Learning Groups for your region so that you will receive notifications of upcoming events.  Click this link to the Learning Groups page.  Learning Groups On the top menu bar, choose Fill in the information for the region that you wish to receive notifications for. Most events can be paid for using your child's resource budget funds. Step 7: Set a daily schedule You will find the greatest success if you have a set schedule and location to do your school work. When scheduling for the year look at the total number of weeks (usually 30-36) and then divide your lessons so that you will complete the resource on time. Do this for all of the courses. Online courses have a built in scheduler to help and be sure to factor in holidays. Schedule your week . This largely depends on the age and ability of a student. A very general guideline would be thirty minutes of seated work time per grade for the core academic subjects. For example, a grade 5 student would spend three hours each day working on Math, Language Arts, Social Studies, Science, and Second Language resources. The other four subjects (Christian Studies, PE and Health, Career Education, and ADST) would be completed largely through activity based learning. This general guideline needs to be considered as just that, a very general approach as each student will have a learning plan designed to meet their individual needs and abilities.  Parents are encouraged to review this with their support teacher and online course teacher as they will be able to offer insights and suggestions on how best to organize a work day.  Step 8: Note the important dates  For specific information about deadlines and due dates please go to our SOPHIE page:  Important Dates. It's useful to have these dates on hand so that deadlines aren't a surprise.  You CAN do this!!  You're ALREADY doing this. You've been teaching your child(ren) since the day you came home from the hospital. This is just taking another step. Your support teacher and our school are all committed to your success, and most importantly, Jesus is walking with us every step of the way.  If there are other items that you would see as being useful that we should add to this page, please contact your support teacher or Regional Administrator.  Learning Commons (Library) Learning Commons What is a Learning Commons? What is a Library Learning Commons?  The concept of the library as a learning commons focuses on flexible, collaborative, and future-oriented practice in a place where everyone is a learner.   “A learning commons is a whole school approach to building a participatory learning community. The library learning commons is the school's physical and virtual collaborative learning hub. It is designed to engineer and drive future-oriented learning and teaching throughout the school. Inquiry, project/problem-based learning experiences are designed as catalysts for intellectual engagement with information, ideas, thinking, and dialogue. Reading thrives, learning literacies and technology competencies evolve, and critical thinking, creativity, innovation and playing to learn are nourished. Everyone is a learner and a teacher working collaboratively toward excellence.”  Canadian Library Association, 2024 Mission The mission of HCOS Learning Commons is to provide Christian community, Discipleship, Innovation and Literacy to all our patrons and staff.  As the staff purchases digital and non-digital resources, they try to discern what meets the needs of all the HCS schools from a Christian and a curriculum perspective.  They aim to provide accessible information retrieval and quality resources for all the school's educational needs.  If a patron would like to request something at any time, they may contact Pippa , Cynthia or Shandra for their curriculum or media needs. Families living in Kelowna can drop in and check out the resources.  If they live out of town, resources are shipped to their home by courier. It is an honour to serve our families!  Feel free to reach out to chat with us! Staff Our Learning Commons team comprises Pippa Davies, Cynthia Duncalfe, Shandra Wiebe, Margaret Basaraba, Kelly Wiebe, Justine Dehod, Raine Oddy,  Rachael Rennie and Erin Duncan.  Virtual Commons Pippa Davies, Cynthia Duncalfe, Margaret Basaraba, Rachael Rennie and Erin Duncan serve in the Virtual Commons. Mon        08:00 AM   -  4:00 PM Tue         08:00 AM   -  4.00 PM  Wed        08:00 AM   -  4:00 PM  Thu         08:00 AM   -  4:00 PM  Fri           08:00 AM   -  4:00 PM  Sat Closed      Sun Closed   Our Learning Commons Director, Pippa Davies, provides library/inquiry training for students, staff, and parents. She may be contacted for queries relating to the eBook Virtual Library on SORA, purchasing materials for OverDrive or the Search Portal, newsletters, website queries, and any concerns regarding the materials in the Learning Commons. Pippa is available from 8:00 am to 4:00 pm, Monday to Friday. Ph. 604.9080826  To sign up for a collaborative teaching time with her, email her at Pippa Davies  or call her on Zoom. Our curriculum consultant, Cynthia Duncalfe, consults with home-educating parents and HCOS teachers regarding various curriculum resources. She is involved in curriculum correlating, the development of the HCOS Unit Study Kits, website development, OverDrive Virtual Library digital resource lists and theme pages, blogging, monthly Learning Commons newsletters, and various training webinars.  Cynthia is available Monday, Tuesday, Wednesday and Friday 8 am - 4:00 pm.  Email Cynthia Duncalfe . Our subscriptions facilitator, Margaret Basaraba, is responsible for our subscription accounts and helps maintain the information on our website. For questions about how subscriptions work, accessing the Search Portal or general questions, please phone or email her; she’ll gladly assist you. Margaret works Monday through Thursday. 8:00 to 4:00 and can be contacted at (250) 402-8476 or by email at  margaret.basaraba@onlineschool.ca Our Unit Study Developer, Rachael Rennie,  creates unit study kits for families at home. That means she spends her day reading great books, looking through terrific resources, and finding exciting learning activities for families to do together! Rachael works three days a week teaching homeschoolers, writing kits and researching curriculum.  She can be contacted by email at Rachael Rennie . Our Assistant Librarian, Erin Duncan, oversees our student contests, advises students of upcoming events, answers Live Chat and enjoys archiving material in our weblinking library. Erin works Monday to Friday, 7 am - 3 pm.  She can be contacted by email at Erin Duncan ,  Physical Commons Shandra Wiebe, Kelly Wiebe,  Raine Oddy and Justine Dehod (Flex). Mon  8:00 AM -   4:00 PM Tue   8:00 AM -  4:00 PM Wed  8:00 AM -  4:00 PM Thu   8:00 AM -  4:00 PM Fri     8:00 AM   -   4:00 PM HCOS/Flex campus library is available Tuesday-Thursday 8-4 pm Our Library Resource Administrator, Shandra Wiebe, manages our Search Portal, library resources, online family accounts, and library education. She is involved in creating webinars and blogging. If you have a question about accessing your online library account or need information about the resources available, don't hesitate to contact Shandra. Shandra is available Monday through Thursday, 8:00 am to 4:00 pm. at Ph. 250.862.2377 ext. 311 or by email Shandra Wiebe . Our Physical Learning Commons Assistant, Librarian Raine Oddy, works in shipping, library circulation, and cataloging and manages the used curriculum website.   Raine is available Monday and Tuesday from 8:00 to 4:00 and Thursday from 8:00 to 4:00. Ph. 250.862.2377 ext. 312 or email Raine Oddy Our Shipping Specialist, Kelly Wiebe,  is responsible for Loomis and Canada Post queries, shipping and receiving materials to and from our online families all over BC. Kelly also assists with reserves and renewals of materials. Kelly is available Monday through Friday, 9:00 am to 4:00 pm. Ph. 778-721-8309 or email Kelly Wiebe Flex Campus Librarian Justine Dehod is our Flex/HCOS campus librarian and is available Tuesday through Thursday to support students in library education and book circulation. Don't hesitate to get in touch with her at justine.dehod@flex.academy How do I Join the Learning Commons? To borrow materials or access any Learning Commons search portal subscriptions, you will use your ENCOM username and address to sign into the landing page. Please contact Shandra Wiebe   if you are unsure of the process, or contact us on our Live Chat.  FAQs and Troubleshooting Index Content coming soon. Curriculum Options and External Resources Index Content coming soon. Curriculum Returns and Donations To The Learning Commons Please see this page for more information regarding the curriculum loan agreement, deposit process, and refund. Curriculum Returns and Donations: HCOS Learning Commons welcomes donations of your gently used curriculum.  Please email Shandra Wiebe, our Learning Commons Administrator, at swiebe@onlineschool.ca or Pippa Davies, our Learning Commons Director, at pdavies@onlineschool.ca to ascertain whether we have space for suggested donations. If you combine your return with a loan from the Learning Commons, they may be able to assist with the shipping process. We can only accept the curriculum in good condition: no tears or writing in the books, please. We can only accept novels, DVDs or CDs if they are part of a curriculum package. What do we do with the returned curriculum?  The Learning Commons has a Used Curriculum Store where you can purchase discounted resources for homeschooling use. Grad Student Information Welcome to HCOS Learning Commons!  Welcome to all of our grad families!  We pray you are all staying safe and well, and enjoying some beautiful Fall days!  Our grad student population has really grown at HCOS and with that so has our Learning Commons.  We are now loaning high school textbooks for longer loan periods, and we have some popular homeschool materials for you to order.  Our Learning Commons has a superb team of librarians who can help you find both digital and non-digital resources quickly.  We welcome questions either individually or to Learning Commons leaders as shared  below, or on our live chat at the bottom right-hand corner on our landing page here. Who can I speak to about Learning Commons materials for grad students? Pippa Davies:  Learning Commons Director, pdavies@onlineschool.ca (resource acquisitions/inquiry/reference) Shandra Wiebe:  Learning Commons Administrator swiebe@onlineschool.ca (booking protocol/reference) Kelly Wiebe:  Shipping Officer shipping@onlineschool.ca (shipping protocol) Cynthia Duncalfe:  Curriculum Consultant cynthia.duncalfe@onlineschool.ca (curriculum consults/reference/website) Margaret Basaraba:  Subscriptions Facilitator   margaret.basaraba@onlineschool.ca  (subscription information/reference) Erin Duncan:  Contests and live chat  eduncan@onlineschool.ca (contest information/reference) What is the difference between the Learning Commons Website and the Search Portal?  The l earning commons website is a website to find further information on all of our different resources.  The search portal is our catalogue where patrons can book items or search for weblinks. Getting started tutorials: Enrolled Patrons Registered Patrons Check out the new FAQs section to help you find useful information quickly What is Available to Grad Students in the Physical Commons?  Enrolled students have access to all materials including fiction, curriculum and the Individualized Program Textbooks. Textbooks include Apologia and other science options, Teaching Textbooks and other math options, The One Year Adventure Novel set and other English options.  Registered students have access to the main catalogue and the Learning Commons textbooks, but not the  Individualized Program Textbooks. How do I Book High School Textbooks and other materials?  The Individualized Program Textbooks have a loan period of 8 months. All other materials have a loan period of 10 weeks.  Here is the tutorial for booking the  Individualized Program Textbooks for enrolled students.  You can watch the textbook reservation process here on this video . Here is the Registered patrons tutorial for the Search Portal. What is the Shipping Process? It is important to understand how shipping works and how many items you can access so you can make the most of your shipments. There is a minimum order required for shipping items: 5 books or 1 unit study kit or 1 High School Textbook, (we do not ship just one book due to shipping costs). Please follow the applicable links to the information below: Enrolled patrons - shipping The Learning Commons offers 8 FREE shipments (4 round trips sent and returned) per family per school year (August 1 – July 31st) for Enrolled users. That is one shipment every 10 weeks. Once the limit is reached, the enrolled family is responsible for the full cost of the shipping, which can be paid from student funding. Registered patrons  - shipping  The Learning Commons offers 4 FREE shipments, (2 round trips sent and returned), per family per school year (August 1 – July 31st) for Registered users.  Once the limit is reached, the family is responsible for paying all of the shipping costs. What is available to you in the Digital Commons? The resources available to grad students in the HCOS Learning Commons can be viewed in the  Grade 10-12 Grad Index . Each subject heading will have a section entitled, “Learning Commons Resources” with content from the OverDrive Virtual Library and from the Physical Resources.  The virtual library contains our digital content. Research Consultation :  Pippa Davies Curriculum Consult if your teacher is not available:  Cynthia Duncalfe Subscriptions  The subscriptions found in the Learning Commons Search Portal are free to HCOS students. Getting Started:  The best way for students to find subscriptions names, links, usernames and passwords is to log in to the Learning Commons Search Portal with your Encom login if you are enrolled, or with the login you will request from the Learning Commons if you are registered.  Subscriptions available to you in the Learning Commons: Scroll down on the Subscriptions page to “What Subscriptions Does the Learning Commons Offer?”  Choose the “enrolled” or “registered” column. Each of these blue links will take you to a page with information about the subscription, how to use it, and often includes a link at the top of the page, where you can log in to the subscription. Subscriptions You Will Want to Use: Axis and RightNow Media : These are great sites for Bible and Christian studies.  Axis has released a new kit, Racism Conversation Kit for parents and teens to watch, with a worksheet and discussion guide to use with it..  There is a library in RightNow Media just for mental health --you will find it in the list of libraries.  It includes videos on such topics as depression and discouragement, stress and anxiety, healing from the past, addiction, PTSD, abuse and trauma, and many more. BC ExamBank : This is a website where students can write online practice exams in core subject areas.  Curio :  Curio.ca is the CBC and Radio-Canada site, where students can find CBC  resources and documentaries for most subjects.  For example, type “Black Lives Matter”, “Racism” or “Discrimination” into the search bar at the top and see the results. Discovery Education Canada :  This site contains educational videos on all topics, including some Canada-specific content. EBSCOhost and Explora : This is a premium online information resource, which is also a good source of Canadian content.  GALE Cengage :  GALE Cengage is your Grade 8-12 research site with magazine, newspaper and other articles from over 600 online databases. Gizmos :   Gizmos are interactive math and science simulations which help students to inquire and learn.  What are Gizmos?  (4 minutes)   Introduction to STEM Cases (3-1/4 minutes)  There are 45-minute webinars at the Pro-D Resources .  Scroll down to find the Gizmo-specific webinars near the top of the page. KNOWBC :  KnowBC is your site for BC-specific research, including the Encyclopedia of British Columbia . Learn360 :  Learn360 has streaming video and non-video content from a wide variety of producers, including many award-winning programs. World Book Encyclopedia :  World Book Advanced is a source for research, with its Pathfinders collections of resources, and Timelines.  ‘Timelines’ allows students to use and adapt pre-built timelines, or create their own.  World Book allows you to save research from their sites and from other sites/books/articles in the “My Research” section. OverDrive and SORA  OverDrive and SORA are our digital libraries containing eBooks and Audiobooks, including: Christian and popular fiction, non-fiction  Curriculum, including some popular homeschool curriculum,  aligned to the BC standards Books found in our unit study kits  Book club books Parenting help books  Novel studies Grad teacher requests based on individualized course suggestions What is the difference between OverDrive and SORA? OverDrive is the native desktop version which allows you to read or listen on all devices  It provides full access to all materials within the HCOS Digital Library and allows for all books of various formats to be read, including ePDF workbooks.  Workbooks for grad students may include novel studies and books that offer learning services support. The vast majority of books are accessed using OverDrive Read or Listen, just click on the link and access via your browser.  If you cannot access a book using your device make sure you have installed the OverDrive App. ***For software downloads with regards to ePDF/ePub formatted books (many of our workbooks) please read this tutorial and watch this video which shares how to use Adobe Digital Editions  OverDrive Getting Started Please follow the steps for getting started on this page. Further Help Sign in directly to OverDrive here. What is SORA? SORA is our student app which allows patrons to read or listen on supported devices.   Please note you cannot read ePDF books on a device like an iPad or Android device.  These require Adobe Digital Editions and must be read on the native OverDrive platform.  See note under OverDrive above. *** SORA Getting Started Please follow these instructions and watch this video . Further help. Direct link to access and find our school. To find out which contests are available during the school year at HCOS, go to: https://hcslearningcommons.org/events/category/contests/ Grad Student Textbook Booking Please note: This is for Individualized Patrons with Encom Passwords Logging into the Search Portal: Click on this link: https://hcs.insigniails.com/LibrarySAML/Home   You will see the Search Portal menu below; click on the Login in the right hand upper corner.  You will log in with your Encom username and password. If you have forgotten your password, just choose the ‘forgot password?’ link and the site will send it to your email. To find out your username or password, email tech@onlineschool.ca . You may arrive at this page if coming from the Learning Commons website. If so, click on the SAML link and follow instructions above. Physical Resource Limits For Textbooks High School Textbooks are loaned out for 8 months with 1 month renewal option. Physical Resource Limits For Other Resources Loan period is 10 weeks except textbooks, so please consider aligning your return dates with other bookings. You receive 8 free shipments (4 return trips). Searching We have curated the list of textbooks into Topic Lists which will make it easier to find and book them. Click on the icon that says “Topic Lists”. The next screen will show a list of topics by grade and by subject. Click on the High School icon: On the left hand side, scroll down to the Textbooks . When you click on it you will see a large scroll box that shows the titles. If you hover over the title, a balloon pops up with information about the title. You can scroll through this list, or use the smaller scroll bar at the bottom which shows more titles at once. Not all browsers load all of the pictures, (Chrome), so you may want to use Firefox or another browser. Click on a book cover, then click on the Title. You will be taken to the Title Details page where you can book the item by clicking on the Book Item icon. Booking items When you click on “Book Item”, a calendar will appear (see image below). The small, red numbers indicate how many copies are available on that requested day. On the left, you will see your unique shipping “Site”. In the screenshot above, we’ve selected HCOS5, which means this patron is 5 shipping days away from Kelowna. Be sure to choose a date that allows the number of shipping days before you want to receive your items. The system will automatically change your date to allow for the correct shipping days. Click on the date. In this example, Sept. 12th was chosen. Next, click Apply then click “Book Items”.  The calendar below now shows the full period of the booking. Shipping days are highlighted in orange on the calendar, (weekends and holidays are not included as shipping days). A pop up will confirm if your booking went through and you will receive a confirmation email. View your bookings Hover over “My Account”, then “My Borrowing”, and then select “Booking”. View all of your bookings for the year Enter the “From” and “To” dates (change to June of the school year to see entire year’s bookings). All of your bookings will display. You will see: The booking loan period Shipping to and from days The Cancel button - click to cancel your booking Edit Booking button - click to change your date View due dates and renew options for items out Hover over the “ My Account ” icon, then “My Borrowing” , then select “Loan” . You have the option to click on the renew button to renew items. They will not renew if needed for another patron’s booking. Items can be renewed for 4 weeks if no other bookings are placed on them.  Frequently Asked Questions (FAQs) - Subscriptions For more information on Frequently Asked Questions, please visit our Learning Commons FAQ website . Which Subscriptions Offer Lesson Plans? Many of our subscriptions offer lesson plans.  Go to Subscriptions with Lesson Plans to find information about accessing lesson plans in our subscriptions. What Do Subscriptions Cost? All subscriptions are free to Enrolled HCOS patrons See below for a list of subscriptions available to registered patrons. Any other subscriptions which need a curriculum budget billing will need to be processed through the Purchasing Department and are not offered through our Learning Commons. Can Families Purchase Subscriptions with Their Curriculum Budget? Yes, families may purchase subscriptions using their curriculum budget AS LONG AS they do so through the purchasing department.  The curriculum order form for that purpose can be found on parents' home page in Encom under "Curriculum Resources".  There will be no reimbursements for purchases which have not been done by the purchasing department. What If the Subscriptions Login Does Not Work? When the subscriptions login doesn’t work for some reason, these are the things to try first: Check that you are not adding an extra ‘blank’ space at the beginning or the end of your username or password.  Make sure they are located at the very beginning of the space allowed, and that your cursor is at the end of the password, no extra blank space. Check whether your username or password has upper and lowercase letters; some subscriptions are case-sensitive. Try using a different browser to access the subscription.  If you usually work in Google Chrome, try using Internet Explorer, Safari or Firefox. You can always try to reboot your computer.  Turn everything off, wait thirty seconds, and turn it on again. Try clearing your browser cache. Your computer may have saved a “broken link.”  If it does that, it won’t matter how often you try to log in; you won’t get there because your computer keeps reverting to the wrong link.  Type “clear cache” into your search bar and follow the instructions for your browser. You may be using an outdated password. Check the Search Portal to ensure you are using the most recent password. Finally, waiting a few hours or a day and then trying it again sometimes works! If you’re still having trouble, please email Margaret at  margaret.basaraba@onlineschool.ca   Don’t give up!!!  We promise it will be worth your while! Can Students Use Subscriptions in the Summer? Yes, students are welcome to continue using their subscriptions through the summer. Please note that the passwords will be changing for the upcoming school year during the summer, except Tynker which closes down during the month of July. Parents will need to check the  Search Portal  for the new passwords in order to continue logging in. Using the "Search Portal" link, click on "Subscriptions" and enter using the Encom username and password. Learning Commons COVID Policy COVID HCOS Learning Commons Policy  During this difficult COVID-19 time period, we want to ensure that HCOS patrons are receiving the resources needed while ensuring patron and staff safety.  We are thankful that we are in a position to be able to school from home and provide a unique digital and physical learning commons , with many digital resources at your fingertips using OverDrive and SORA, or our subscriptions.  Accessibility to the Physical Commons Resources Guidelines: Before you come: Pick ups/Drop offs - call or email to let us know what time you are coming. Browsing Resources - call or email to make an appointment. We can only book times when classes are not in the Learning Commons. Please call 250-862-2377, ext 311 Or email Kelly Wiebe at shipping@onlineschool.ca   or Shandra Wiebe swiebe@onlineschool.ca Please make sure you bring your own bag/box for your books if browsing. Please note that all materials, books and other items are cleaned and updated according to the BC Ministry health guidelines for library items. If you are feeling sick, or are experiencing flu-like symptoms, you will not be permitted into the Learning Commons. If you have travelled outside of Canada, please self isolate for a minimum of 14 days before visiting the Learning Commons. If you are concerned that you may have come into contact with COVID, please call or text HealthLink BC's dedicated COVID-19 line (1.888.COVID19). Please use hand sanitizer when entering and exiting the Learning Commons. Learning Commons location: The physical Learning Commons in Kelowna is open Monday – Friday from 10:00 am to 4:00 pm for drop off and pick up of items. We are now located in the Heritage Christian campus High School building at 907 Badke Rd, Kelowna, BC, V1X 5Z5 . Park in Visitor Parking spots in the lot located between the school and church, which are the spots facing the church building and alongside the fenced playground. Walk down the driveway behind the school building all the way to the far end until you come to the main entry door with a Learning Commons sign on it. Please ring the doorbell! Directions shared in map below: While you are here: Parents or caregivers with children are asked to remain with children at all times. Children are not permitted in the online/shipping room due to lack of space. They are allowed in the main library only. Please follow the signs to the plexiglass window for signing out materials. What can patrons do to minimize the risk of spreading the virus when receiving/sending shipments? When you receive a package from a courier: Remove the items and save the shipping materials in a safe place out of reach of little hands, so you can ship materials back using the same packaging. The items in the packages should be safe to handle as they would have come safely cleaned by the learning commons team. When you need to return items via  Courier, package items in the saved packaging, and contact shipping@onlineschool.ca for pickup. If you use  Canada Post , package items before you leave for the Post office. If the Post office is closed or you are not able to take items in, we will extend your dates.  Overdue fees will not be charged if this happens, but please email us at your earliest convenience. If you use  Depot drops , package items before you leave for the depot. If the depot is closed or you are not able to take items in, we will extend your dates. Overdue fees will not be charged.  Please email us at your earliest convenience. Should you have any questions or concerns please reach out to Pippa Davies, HCOS Learning Commons Director, at 604-908-0826 or at pdavies@onlineschool.ca . Learning Commons Resource Overview We are excited to share with you all of the resources available to families, as well as how you can access them. What is available to families? A wide variety of books, eBooks, and audiobooks for families to borrow throughout the year. A curated list of subscriptions to online research tools, videos and other education resources. You can access the login information for these resources via the Subscription tab. A broad range of hands-on resources including unit study kits (curated curriculum for Grades K-9), Maker Kits, robotics, microscopes and more! Accessing the resources as a parent You can access the Learning Commons resources at https://hcs.insigniails.com/LibrarySAML/Home using your Encom login . If you don’t recall your Encom information you can reset your account by clicking here . For more information on accessing the resources visit our Getting Started page for tutorials on logging in, how to search and more. Accessing resources as a student Students are able to access the resources above using their Encom account as well. Students enrolled in online courses can use the same information they use to access Moodle following the steps outlined in our Getting Started video. If they are not in online courses you can visit https://hcos.ca/moodle-setup for steps on creating their account. (Moodle is still there for the next year 2023 for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  If you change your password in Encom it will also change for the Learning Commons. Physical Resource Limits The loan period is 10 weeks 8 free shipments, (4 round trips there and 4 back), per school year, Aug. 1st. To June 18th. Maximum of 40 items per shipment, minimum of five items. Maximum of 6 unit study kits out at one time (and part of the 40 item max). Maximum of 8 media items which include DVDs, CDs, and CD Rom (part of 40 items max). High School Textbooks (Grade 10-12) are loaned out for 10 months. Kelly Wiebe ( shipping@onlineschool.ca ) and Raine Oddy ( raine.oddy@onlineschool.ca ) are your shipping experts Tutorials Using the Search Portal: Please read the instructions shared in the Google Slides or watch our video . How to Book Multiple Items Booking Unit Study Kits (scroll to the Unit Kit tutorial videos under How to Use Unit Study Kits ) More tutorials may be found on this page here . Discover our Learning Commons staff here , or catch us on Live Chat daily between 9 - 3 pm. Learning Commons Website Links The following are direct links to pertinent information that can be found on our Learning Commons website.  Learning Commons Home Page Under the Getting Started tab you will find these valuable sections and links.  Account HCS Campus Accounts Enrolled DL (Encom), EA and Teacher Accounts Registered Homeschool Accounts Registered vs. Enrolled FAQs Information Our Response to COVID-19 Passwords OverDrive eBook Library Sora eBook App Learning Commons Search Portal Physical Learning Commons Enter Now Search Portal Sora OverDrive Reading Assessment and Literacy Resources Literacy is vital for all students as they begin school and throughout their careers. We recommend families use our school subscription Reading Eggs to assess students' placement via Lexile Level, STEP ONE Log into Reading Eggs with your student account (created by your teacher) and complete the placement test found on this page . Why Reading Eggs for Improving Student Literacy? Learning to read is one of the most important skills children can learn. Reading Eggs makes the learning-to-read journey fun, interactive, and highly rewarding for ages 2–13 – and it’s based on solid scientific research. Using the five essential keys to reading success, the program unlocks all aspects of learning to read for your child, focusing on a core curriculum of phonics and phonemic awareness, sight words, vocabulary, comprehension, and reading for meaning. To learn more about the Reading Eggs program, see here . If you have a student who needs more intensive reading support, please contact your Learning Support Consultant, who will get your students started on RAZ Kids. STEP TWO Lexile Levelled Books Once you have completed the placement test and have determined the Lexile Level corresponding to this chart, you will be able to filter resources by Lexile Level in Reading Eggs, in the SORA reading app, and within our Search Portal (for physical copies of easy readers).    On SORA, here is the process for filtering according to Lexile Level. In the Search Portal, refine your search as pictured below: STEP THREE Learning Commons Digital Resources Lexile-level readers on SORA include the Supersonic Readers and the Decodables (both based on the Science of Reading ), along with popular homeschool readers, Bob Books.  Read-along books are helpful for students who need to listen and read simultaneously. Supersonic Readers and Decodables Level 0 Lilac Level 1 Pink Level 2 Red Level 3 Yellow Level 4 Blue Level 4-5 Blue-Green Level 5 Green Level 6 Orange Level 7 Turquoise Level 8 Purple Level 9 Gold Level 10 White Level 11 Lime Other Readers Bob Books Set 1- 9 Read-along books on SORA PARENT RESOURCES The Ordinary Parent's Guide To Teaching Reading Reading in the Brain Reading in the Wild Orton Gillingham:  72 Classroom-Ready Lessons to Help Struggling Readers with Dyslexia Learn to Love Reading Helping your Child with Language-Based Difficulties Deconstructing Penguins, Parents, Kids and the Bond of Reading Physical Commons Resources Jolly Phonics Program Hooked on Phonics  Dandelion Launchers Phonics Reading Program:  Clifford the Big Red Dog All About Reading More Phonics and Reading Resources Research Skills Grades K-5 Primary students need to understand the basics of research i n grades K-5. BrainPop has excellent videos for students to watch on Computer Science terminology. Students must know how to define a problem, locate information in their school library or database, select appropriate resources, organize notes, and present their work to their peers.  They must also understand how to accept peer feedback and edit their work for mistakes.  A basic introduction to preparing a cited list of references is required using MLA standards.  Please see this page for Bibliographic Citations. In grades K-5, the expectation is that students will have at least two to three sources to share in their list of references at the end of their project.  Students will learn how to create a title page and a contents list (if necessary), number their pages, insert an image (cite that image) and make a list of references at the end of their project using this guide This website walks you through the process step by step. Research template Gr 4 – 9 Use this template to help plan your projects. Use Search engines and databases that will help your student search safely. Search Engines Newslea f or instructional context at various Lexile levels Sweet Search Duck Duck Go Kiddle Safe Search Advanced Google School databases  You will find the username and password at https://hcs.insigniails.com/Library/Subscriptions PebbleGo and Pebble Go Next WorldBookOnline Explora Primary Research Skills Middle Grades 6-9 How do I start the Research Process? What is Universal Inquiry?  How does this apply to me? What is MakerEd Inquiry?  How does this apply to me? What is Discipline-Based Inquiry?  How does it apply to me? Research Skills: Bibliographic Citations Gr 1- 9 Students as early as grade 1 can understand the reason for giving credit for created works. Here are the suggested citation formats for students in grades 1-9, which include the most common reference materials. Research and Style Manual - Grade 1-3 (MLA format) __________________________________________________________________ For a  book 1. Name of the author. 2. Title of the book. Example:  Joanna Cole. The Magic School Bus: Lost in the Solar System.  For an article in a print encyclopedia or reference book Title of the article or chapter. Title of the encyclopedia or book. S Example: Shark. The World Book Encyclopedia.  For an article from an online database   Title of the article.    Name of the resource site.    Online. Example: Abraham Lincoln. Kid Stuff. Online.  For a Web page or article on a Web page Use the title on the page or of the page section you used. The title of the web page is found in the address bar. Online. Example: New toys. Consumer Reports. Online.  For an online Creative Commons-licensed image Description or title of the image.  Name of the Web site, CC. Example: Butterfly. Flickr, CC. Research and Style Manual - Grade 4-6 __________________________________________________________________ For a Book 1. The author's last name and first name.  2. Title of the book, in italics. 3. Publisher, 4. The year the book was published. Example:  Cole, Joanna. The Magic School Bus: Lost in the Solar System. Penguin, 2010. For an Article in a print Encyclopedia or reference book Last name of the author, first name. Title of the article or chapter in quotes.  Title of the encyclopedia or book, in italics,  Publisher,  The year the book was published.  Example:  Fisher, Joseph. “Shark.” The World Book Encyclopedia, Astor Press, 2021. For an article from an online database Author of the article last name, first name. Title of the article in quotes.  Name of the resource site in italics.  The year the article was published,  URL of the article page.  Example:  Winters, Paul. “Abraham Lincoln.” Kid Stuff. 2021, kidsdb.com/abe. For a Web Page or article on a Web Page Use the title on the page or of the page section you used in quotes. The Web page's title is in italics and in the address bar. The date the page was published or last updated (day, month, year),  URL of the Web page.  Example:  “New toys.” Consumer Reports. 10 March 2021, consumerreports/newtoys. For an Online Creative Commons-licensed image Creators last name, first name. Description or title of the image, in quotations.  Name of the Web site, in italics.  The year the image was published,  CC.  URL.  Example:  Schrock, Kathy. “Butterfly.” Flickr. 2011, CC. flickr.com/kathyschrock/345.html.  Research and Style Manual - Grade 7-9  _________________________________________________________________ For a chapter in a book Last name, first name of the author. Title of the chapter in quotes.  Title of the book, in italics.  Publisher,  The year the book was published,  Page numbers of the chapter.  Hyperlink if needed Example:  Smith Linda. “Virtual Reality.” New Technologies for Schools. Google Press, 2021, pp. 34-54.  For an article in a print encyclopedia or reference book Last name of the author, first name. Title of the article or chapter in quotes.  Title of the encyclopedia or book, in italics.  Volume number,  Publisher,  The year the book was published,  Page number(s) of article.  Example:  Fisher, Joseph. “Shark.” The World Book Encyclopedia. vol. 4, Astor Press, 2021, pp. 34-35.  For an article from an online database Author of the article's last name and first name.  Title of the article in quotes.  Name of the resource site, in italics.  The date the article was published (day, month, year),  Title of the database,  URL of the article page.  Example:  Winters, Paul. “Abraham Lincoln.” Kid Stuff. 4 January 2021, EBSCO, kidsdb.com/abe.  For a Web page or article on a Web page Author of the article. Use the title on the page or of the page section you used in quotes.  The Web page's title is in italics and in the address bar.  Name of the publisher of the page,  The date the page was published or last updated (day, month, year),  URL of the Web page.  Date of access (day, month, year).  Example:  Jones, Alice. “New toys.” Consumer Reports. Hearst Inc., 10 March 2020, consumerreports/newtoys. Accessed 29 Sept. 2021.  For an online Creative Commons-licensed image  Creator’s last name, first name.  Description or title of the image, in quotations. Name of the Web site, in italics.  The date the image was published (day, month, year),  URL of the image.  Date of access (day, month, year).  Schrock, Kathy. “Butterfly.” Flickr. 4 January 2018, flicker.com/kathyschrock/345.htm. Accessed 29 Sept. 2021. Citation Tools (These may be used once your student understands the format) Citation makers:               BibMe               Citation Builder               Citation Generator               Cite It In               EasyBib  ( Chrome )               eTurabian               KnightCite               Son of Citation Machine               WorksCited4U Copyright Lesson Plans for Copyright Search Portal Video Tutorials Getting Started with the Search Portal How to Search in the Search Portal Booking Items from the Search Portal Finding and Booking Unit Study Kits This information can also be found on the Learning Commons Website .      Search Portal: Booking Multiple Items You asked for it and now you’ve got it: by adding items to your Favourites List, you can easily book multiple items from that list! Procedure: First:  Log into the Search Portal .  Enter your Keyword search term. In this example I searched for Space. To refine my search by Type of Material I clicked on Book and clicked the Refresh button. Now I can add an item to my Favourites list just by clicking the Add to Favourites button: A pop up will ask you to create a New Favorite Title. I have added the title: Space: You can do multiple searches on different subjects and add resources to your Favourites lists by creating different Titles. Once you have added all of the books to your Favourites lists, hover over the My Account tab and click on My Favourites . Now you can view all of your lists: Items in your lists will be saved so you can add to them at any time. You can book just one item by clicking the “Book Item” button on the right, or, to save time, book all of the items for the same date by clicking on the “Book Items” button at either the top or bottom of the page. When booking the full list: If any items are out or have holds placed on them already, the system will book them for the next available date.  In this example, one book has been given a different booking From and To date . This will incur more shipping, so I will need to cancel that booking to avoid using one of my free shipments! Learn how to renew, modify and cancel bookings here. You will receive a confirmation email with your booking information. Be sure to go into  your Account to modify dates or cancel bookings so other families can access them. Important notes: The system only allows for 10 week loan periods. If an item is available for a shorter period and you would like to receive it, contact Shandra swiebe@onlineschool.ca and she will book it for you if possible. As the loan period would be shorter than 10 weeks, it would incur an additional shipment.  If you receive a message stating there are no copies available, the item is fully booked for the year, or may have a shorter period of time available, see note #1. If you are having difficulty aligning your shipping dates, contact Shandra swiebe@onlineschool.ca or Kelly shipping@onlineschool.ca for assistance. Other tutorials you may find helpful: Enrolled Patrons Search Portal Tutorial Registered Patrons Search Portal Tutorial Using Topic Lists to Search for Grade specific material Finding Subscriptions Booking Textbooks - Grades 10-12 Individualized program Shipping Information Discover more shipping information pertinent to your account type on our website.  Enrolled Registered Registered vs. Enrolled Subscriptions Usernames and Passwords This is the updated way for families to find subscriptions usernames and passwords.  You may share the information below with your families. Via the Learning Commons Search Portal: Patrons with an Encom username and password can log in  here . All others should first be directed to the  Search Portal Landing Page  where they can select the correct portal for logging in. Once directed to the Search Portal, you will see a page that looks like this: Choose "Subscriptions" and you will immediately be on a page with an alphabetical list of all the subscriptions, the link to access the login page of that subscription, the username and the password for that subscription. The list on the Subscriptions page can be organized by title (a-z, z-a), or by any of the other columns by clicking the header. A small arrow will appear to show how it’s being organized. (up is a-z, down is z-a). To find more information and a complete list of Subscriptions available to you go to the Subscriptions and Databases chapter. There are a variety of ways to enter Subscriptions. Please email  margaret.basaraba@onlineschool.ca  for any information you may need. Subscriptions for Teaching Students How to Do Research Discovery Education Tools Resources for Student Exploration in DE How to Research & Save to Your Folder in Discovery Education Searching for Resources and Filtering Your Search Results in Discovery Education Organizing Your Research, My Favourites and Citations in Discovery Education Tips for Studying, Especially for Studying Using Discovery Education Spotlight on Strategies Are you looking for new and creative ways to integrate digital media into your curriculum?  These strategies and resources help you dive deeper into the intentional and effective integration of Discovery Education’s digital content.  Visit Spotlight on Strategies to access over 100 Digital Integration Strategies. EBSCOhost Tools EBSCO Research & Writing Tips for Students Accessing Trustworthy Sources (.pdf) Avoiding Plagiarism (.pdf) Understanding Library Terms (.pdf) Spotting Fake News and Images Lesson Plan (.pdf) and Spotting Fake News and Images PPT Recipe for Research Recipe for Research: a Six-Step Process Research Made Easy with Explora: Research Made Easy with Explora   (1-1/2 minute video for students) PebbleGo PebbleGo (K-3) - Teaches beginning researchers the basics in simple navigation, video and audio clips, citations, image downloading, and definitions. PebbleGo Next (Gr. 3-5) – Teaches students to cite articles, create reports, and share what they’ve learned through a streamlined interface, animated highlighting, educational videos and games, and critical thinking questions. World Book Tools Webquests Webquests allow students to learn and practice basic database research skills that will be helpful to them in using other online databases.  Go to Educator Tools in World Book Advanced (under the "Research and Resources" tab at the top right of the homepage.) or World Book Student (under Educator Tools at the top right of the homepage.) scroll down to Webquests in the navigation pane. Have you ever been given an assignment about a topic you know nothing about? Did you know where to start? Use the webquest link below to learn how to use the World Book Advanced database resources. Once you have the basic research skills down, you'll know exactly where to find the facts! E.g.  RESEARCH SKILLS: Using the World Book database (this particular Webquest is only in World Book Advanced) Take the Webquest!  An answer key is provided at the end. MediaSmarts Tools Bias in News Sources Lesson Plan MediaSmarts Site in SOPHIE   Unit Study Kits Unit studies are a perfect way to facilitate your student’s learning as they immerse themselves in a wide variety of resources, subscriptions and activities, all of which have been carefully vetted and created by our unit study developer and teacher, Rachael Rennie, and the Learning Commons team of library staff. They are suitable for all ages from Kindergarten through Grade 9.   Unit Study Kits offer families a unique way to study and learn with mixed ages or grades. They cover science, social studies, humanities, and many even have a STEAM and Project-Based Learning component built in.  All of our kits offer a distinctly Biblical worldview. To view all the information you need to know about Unit Study Kits, please visit our website .  Watch this video to hear Rachael Rennie (Unit Study Developer) share the purpose and lay of the land with the kits. Watch this video to hear Rachael Rennie share on how to use the scope and sequence of the unit study kits. Used Curriculum Bookstore Here are some steps for you to purchase items from our used curriculum bookstore.  Read the payment and shipping information at this link Hover over the SHOP tab on the main menu in the Learning Commons website, and click on a subject, such as Math. Browse the items Add the items to your cart When done adding items, click on the cart Coupons or Paying with PO number On the next screen, enter the promotional code, if there is one active, or if you are using a PO for payment, enter HCOS PO  in the coupon box, then enter the PO number in the comments box.  **If there is a sale on with a percentage off coupon (i.e. thanks10), it must be entered as the FIRST coupon before the HCOS PO coupon in order to receive the discount.  Click Apply Coupon - the total should show zero after coupon is applied if using the HCOS PO coupon to pay. Choose your shipping method: - Shipping is free if you have an order from the Learning Commons library booked within 3 weeks of your purchase. Let us know when you have booked your LC items so we can include purchases with it. Email Kelly Wiebe at shipping@onlineschool.ca or Shandra Wiebe at swiebe@onlineschool.ca   - Shipping can be paid with PO funds.  Choose the shipping option: Shipping to be paid with HCOS PO - amount will be added manually - The shipping will be added to the order manually and deducted from funding. Pay to have items shipped immediately. Choose the correct shipping cost based on your order total. Enter your billing information & address on the next screen. If your shipping address is the same as the billing address, unclick the box on the shipping screen. Or click on Log in if you have already created an account. If you choose to pay by credit card, you will be sent to a Paypal screen. You will receive an email confirmation of your purchase.   Videos and Recordings - Learning Commons Curriculum Selection Tools and Tips Webinar Research Skills Index Content coming soon. Logins and Getting Started Tips Index Content coming soon. Search Portal Index Content coming soon. Sora eBooks and Audiobooks Index Content coming soon. Student Book Clubs & Contests Content coming soon. Subscriptions and Databases Index Content coming soon. Tutorials, Webinars & Presentations Index Content coming soon. Unit Study Kits Index Content coming soon. Used Bookstore Index Content coming soon. Grades K-9 Index Content coming soon. Inclusive Education Index Content coming soon. Grades 10-12 Index Content coming soon. Indigenous Peoples Resources Content coming soon. Learning Groups Mission, Values and Vision Our Mission Statement: To develop innovative, Christ-centred educational opportunities for learners to explore and embrace God's unique purpose. Our Values: Academic Success -  engaged lifelong learners We aim to inspire every student to become a passionate learner who reaches towards their personal best while continually seeking out opportunities to grow. Our goal is that students leave HCOS having developed the skills and tools to remain discerning lifelong learners. Relationship - intentional supportive community Responding to the needs of our families, we have developed a variety of opportunities for students to connect, to learn together and to build supportive community. Our teachers and staff pray for, encourage and come alongside our students and families as we partner with them in their academic journey. Integrity - authentic Christ followers One of the definitions of integrity is the quality or state of being complete or undivided. We believe this wholeness can only be found in Christ. Our desire for our students and, by extension their families, is to walk in the fullness of an authentic relationship with Christ within a supportive community that prays together, challenges each other and shares life together. Flexibility - personalized learning choices Just as every student is unique, their learning should be as well. We value creating individualized learning plans for every student that are designed to provide a flexible and tailored education, empowering and supporting parents as we partner with them. We strive to create innovative opportunities including individualized home education, any pace online courses, community building face-to-face learning groups, cross-enrolled options and much more.   Our Vision Statements: The vision statements below outline the current and future objectives of HCOS. They are intended as a guide to support future strategic planning, by addressing what we aim to do and hope to become as a school. Each Vision Statement is focused on our relationship to or development of the following areas: Parents  We aim to support and empower parents in their student’s Christ-centered education through frictionless access to our comprehensive network of programs, people and information.  Students We aim to guide our students on a personalized educational journey with an array of opportunities to know and be known. Teachers & Support Staff We aim to inspire, equip and encourage teachers and staff to continually grow and pursue unique opportunities with consistent supportive accountability in a culture of engaged excellence.  Provincial Organizations We aim to establish ourselves as a well respected, sought after voice in shaping education. Other Schools  We aim to be a leading collaborative influence to improve the reputation of IOL through mutually supportive relationships rooted in informed perceptions. Curriculum  We aim to create intuitive, accessible and meaningful curriculum that invokes transformational moments of delight, wonder and curiosity in students.  Programs  We aim to intentionally plan and provide thriving, sustainable and well-resourced programs that anticipate and meet the changing needs of our community.      FAQ- General Questions I am an HCOS Registered Student. How does that affect my participation in LG opportunities? As a registered homeschooler with HCOS you have access to all of our Learning Group opportunities throughout the province. HCOS homeschoolers are eligible for Heritage Enrolled Community pricing; however, in some instances such as Community Connections and some Learning Camps, HCOS Registered Homeschoolers pay the same fee as General Community Students. For more information, contact Claire Pollok . How do I volunteer with a Learning Group? We require all staff and volunteers working with students to have a Criminal Record Check clearance letter on file with us prior to the event/class. You can contact us at any time to get this on file; it sometimes takes a bit of time to process. Please complete the LG Volunteer CRC Information form and proceed as per the instructions that will be emailed to you.  What is the difference between Learning Camps, Community Connections and Community Connections Plus? Learning Camps are single day or short term activities such as a field trip or workshop. Community Connections are weekly half or full day opportunities throughout the school year. These multi-term classes offer a campus style environment while maintaining a home education flavour. Community Connections Plus classes run weekly for 30 weeks where HCOS instructors fully teach and assess that subject, reporting in Encom. Please visit our SOPHIE page on Types of Learning Groups Opportunities for more information If I am not a student with Heritage. Can I participate in the Learning Group Opportunities? Absolutely! While priority does go to Heritage Students, unless a Learning Camp is specifically noted as Heritage Community only, students from General Community schools are welcome to join us.  HCOS reviews external applications on a case-by-case basis to determine if the program is conducive to student success. Contact LG admin for further information. Why are there different fees for Heritage Students and General Community Students? Heritage subsidizes their students through fee reductions and with the staff required to oversee and administer Learning Groups. General Community students are not subsidized by Heritage and therefore their cost for an event is higher to reflect the actual cost of an event. How will changes in government protocols due to the pandemic affect my LG learning opportunity? Learning Groups closely monitors weekly bulletins communicated regarding Educational Protocols in K-12 settings and works together with the protocols of the community venues to proceed with the learning opportunities planned. If any changes in a learning opportunity are required, we will communicate directly with all involved as soon as possible and adjust or refund fees if applicable. What will face to face LG opportunities look like during the COVID-19 Pandemic?    We invite families to visit the HCOS Family Book to review the K-12 Recovery Plan   for information. What opportunities are traditionally offered? Please visit our Year at a Glance calendar grid for an overview of all LG offerings to date this year. I have another question not listed here. Who can I contact? Please send any questions and concerns regarding a Learning Group activity to lg@onlineschool.ca , noting which LG opportunity you’re inquiring about. One of our team members will be happy to assist you. FAQ- Applications You’ve applied for an LG event. What’s the next step? You’ve received the automatic message indicating that we have received your application. For Learning Camps, this indicates acceptance to the event unless the coordinator is in touch to indicate otherwise. For Community Connections, please remember that this does not indicate acceptance to the event, as we may not be able to accomodate all applicants. The LG coordinator of the event will be in touch to confirm if your application is accepted. Please note that HCOS PO payment entries will occur in Encom prior to the event date.  To pay from General Community PO, a parent will receive an invoice from HCOS to forward to their respective school. Credit card payments are processed upon submission (unless indicated otherwise). Mark the dates on your calendar. Your LG Coordinator may be in touch closer to the date with further details about the event.  Enjoy the event! I signed up for a Learning Group online but didn't get an email confirmation. If you did not receive the confirmation email, it could be that you entered your email incorrectly, your application was not submitted properly, or the email was redirected to your junk mail folder. If concerned, please contact lg@onlineschool.ca. I received the confirmation email following my application, but now I am being told it is full and we do not have a spot. A confirmation email is automatically sent when you complete the application. Prior to acceptance all applications are reviewed manually. Priority goes to HCOS students and, where there are group challenges, we wish to make sure a student is fully supported to ensure successful participation. All these points affect when the link for a Learning Camp may be closed as full and whether an application is approved for a student to attend. We appreciate your understanding. Why do I have to give my child's BC Services Card number on an application every time? Unlike a school that would have a student's emergency information on file and accessible, Learning Groups are run by many different coordinators in many areas throughout the province. In case of an emergency, the coordinator needs to have information on hand should we be unable to easily reach or contact a parent. My child has a medical alert. What information will I need to provide? When a serious medical alert is indicated on a Learning Groups application, if a Medical Planning form has not already been provided to Learning Groups for the current school year, a Learning Groups team member will be in contact to complete a medical planning form. Depending on the nature and seriousness of the medical alert, there may be additional documents to complete as well (eg. Permission to Administer Medicine, Diabetes Support Plan, Seizure Support Plan, etc.).  Note that all documents must be on file prior to a child being dropped off at a Learning Groups event. Why does Learning Groups need to know if my child has Learning Services or Inclusive Education Support? Our goal is to best facilitate student success, and Learning Group applications have questions designed to support students in their participation at LG events. It is therefore important for us to be aware of any supports student may be already receiving so that we can effectively plan together for your child’s success at LG events and look at providing additional supports as needed. Additionally, when thinking about CC and CC+, classes have varying needs, and the dynamics are different than a familiar, low-key home environment. FAQ- Community Connections What are the main differences between the types of Community Connections?  See the LG Types of Opportunities SOPHIE page for more information How do I sign-up for Community Connections? All types of Community Connections are via a Learning Groups application link, separate from enrollment in the school. In any given year, returning students are first given an opportunity to apply. If space allows, students on the Waiting Pool list will be contacted and offered spots as available. Then if space remains, the application link will be posted to the HCOS Learning Groups website.  If you are not currently participating in a Community Connection and are interested in attending in the next school year, or enquiring about possibilities for the current school year, please indicate your interest via the CC Waiting Pool If I sign-up, does that mean my child has a seat? All LG sign-ups are applications, which are subject to review and approval from the event coordinator. There are a variety of factors involved prior to acceptance for the final class lists. Can families apply for CC as application links are opened and make the full payment on their PO or will this have to wait until they have paid their tuition for the following year and the amount of PO funds available is determined?  Yes, as an HCOS program, families can indicate PO# payment for CC applications prior to all the PO funds being available.  How do HCOS PO# funds work with CC and CC Plus? When students apply to attend a CC or CC+ for the upcoming year, a minimum application fee amount is collected by credit card. The HCOS PO# can then be used for the balance of the fees. CC:  Parents can look at their resource funding and make more than the minimum payment if desired HCOS PO# funds (balance) will be processed in the Fall (after the deadline) CC+:  When the office adds students into their CC+ Courses in Encom, the fees will automatically be deducted at that time. Please note: If there are not enough funds in the family Encom account) to cover the balance due, the amount outstanding will be charged to the credit card on file (used in the CC/CC+ online application). How do Grad Credits work with CC+ Courses? For CC+ courses, Gr. 10-12 Students receive a $100 credit towards each 4 credit course they take at CC, or $50 toward each 2 credit course. The $550 CC+ course fees appear in Encom as each student is added to the class and are automatically adjusted to take into consideration the applicable grad course resource credits so that only the balance shown is what is due to be paid. Visual example of how it will appear in Encom. The balance due will be assessed to available family Encom funds or processed to the credit card used in the application. I’ve applied for enrollment with HCOS, and I want my child to attend CC. Now what? We appreciate your patience as your enrollment is being processed by HCOS. While you are waiting for your HCOS enrollment to be confirmed and information verified, you may visit learninggroups.ca  to apply for the CC. If the application link to the CC is not available on our website, you may add your information to the CC Waiting Pool . This does not guarantee acceptance into CC but is a place to start. In the event that HCOS is not able to accommodate your child(ren) in the current school year, you may have opportunity to attend CC as a Heritage Registered student or General Community student (with the applicable fee), or you may remove your CC application by contacting lg@onlinschool.ca. What production will Ignite Theatre or Sparks put on next? Please check out ignitetheatre.ca for the grand reveal! If my child wants to be involved in Ignite Theatre, what type of commitment is involved?  Ignite Theatre is a Community Connections Plus with family project-based learning on a grand scale with parent responsibilities outlined here . One parent from each family is expected to put in volunteer hours throughout the year AND during our Theatre Week which is the weekend leading into Victoria Day and that full week. Parental involvement is CRUCIAL to the success and excellence of our production. Sparks CC is our recreational performing arts track, where students in grades 2 to 7 can explore the basics of musical theatre without substantial parent volunteer responsibility. Are cancellation options different for CCs and Longer-term Offerings? Yes, while most Learning camps are non-refundable, CCs and some longer-term Learning Camps may have a graduated cancellation fee schedule noted in an application.  FAQ- HCOS Scripture Memorization Challenge Which Psalms will be the focus for the Challenge? For students wanting to learn 35 verses, the verses will be: Psalm 1, 13, 23, 57, and 150. For students wanting to learn 70 verses, they will memorize the 35 verse selections as well as: Psalm 8, 30, 98, and 100. For students wanting to cover 105 verses, they will memorize all of the preceding verse selections as well as: Psalm 46 and 139. What translation should we memorize from? This is your choice, but please choose a translation, not a paraphrase. Some recommended translations are: NIV, KJV, NKJV, NASB, and NLT. We’ve already selected verses to memorize this year. May we use these verses for the Challenge? Yes! Other verses may be used for the Memorization Challenge, if the student has not memorized them previously. Remember to learn the references and review consistently throughout the year so all verses can be recited in one sitting and reported in May. Hint: giving verses a title helps in recall. My child memorizes verses in Awana and Sunday School. Can they use these verses instead of memorizing from the Psalms? Yes! Students may use these verses towards the HCOS Memorization Challenge. Students will need to review and be able to say all of their verses in one sitting to a non-immediate family member and report it in May. Remember to work on references and review, review! My child has learning challenges, or is in K-2 and and I feel the verses in the Psalms would be difficult for them, but would still benefit from regular exposure to God’s Word. Is there an option for that? Yes! All students will benefit from regular exposure to God’s Word. Students with learning challenges of all types for whom the traditional “memorize and recite” method is not compatible are invited to engage in one of the suggestions on the bottom of the HCOS Memorization Challenge tracking sheet. If these are not suitable for your child, please feel free to email Jennifer at jennifer.barkman@onlineschool.ca and she will be more than happy to help brainstorm and research options. While we have tried to be as inclusive as possible with the suggestions presented, please feel free to adapt as needed. We would appreciate it if you would share the adaptations you make with us by email so that we can work to make our program increasingly inclusive. When is the deadline to complete and report the memorization? The deadline to complete and report the HCOS Memorization Challenge accomplishments is May 23, 2024. To be eligible for a prize, the student must say all their verses in one sitting to a non-immediate family member (grandparents/aunts/uncles qualify). More specific details regarding this will be sent in the beginning of May. Remember to keep reviewing throughout the year. References should be memorized. All verses need to be recited in one sitting and reported by the deadline. Begin the Memorization Challenge right away and enjoy diving into God’s Word! Time spent memorizing is time invested in eternity. Two things are eternal – people and the Word. Memorizing as a family is investing in both! If you are ready to join the HCOS Bible Memorization Challenge: Let your teacher know your decision to memorize and register on the Learning Groups Website Choose a realistic goal for the number of verses to memorize based on student ability and desire. Watch your email with goal/tracking sheet and encouragement and ideas for memorization once you’ve registered. Choose your translation – please choose a translation, not a paraphrase (NIV, KJV, NKJV, NASB, NLT are recommended). Start memorizing! Plan to review your verses, so that you remember them for life, and so they can all be recited at the end of the year. FAQ Navigating the LG Website “Participate Now” Offerings Page Learning Groups has a new website this year! All of our current offerings are listed on the “Participate Now” page and are labeled to show the status of an application. Each offering will have a label on top as seen below: APPLICATION OPEN: Indicates that the opportunity is ready for applications. Click “Learn More” and then on “Details & Apply” to fill out an application. APPLICATION CLOSED: Indicates that the event is full OR the deadline has passed. Click on “Learn More” and it will either indicate “Application Full”  or “Application Closed” depending on the status.  COMING SOON: Indicates that we are in the process of finalizing some details for this opportunity, and that the Application will be open shortly.     Cvent Transaction Notifications The purpose of this page is to clarify payment transaction notifications you may receive. Cvent is the external software HCOS Learning Groups uses to process event applications. Depending on the payment method selected in an LG application, or funds available via Encom or credit card, you may receive a notification email such as presented in the scenarios below.  Cvent is good in many ways but does have limitations for which it hasn’t developed an alternative yet. Cvent generates auto-payment emails using the Coordinator’s name so it seems to come from the coordinator, not the LG office. Please refer any questions to lg@onlineschool.ca . When the HCOS PO# is involved in the method of payment, fees are processed by the LG office according to what funds are available in the family’s Encom account . Speaking with your support teacher prior to applying for a Learning Group can help. Insufficient Encom Funds When there are insufficient Encom funds in the family’s account, there are two types of automatic emails that could result, as well as an invoice email. Please note although the below scenarios denote the payment process for a CC, Learning Camp fee transaction notifications are similar. Type 1: Payment Processed to Credit Card If the automatic payment email ​ says "Your payment for the Community Connections _______ yyyy-yyyy event has been successfully processed to the credit card on file", this means that Encom funds weren’t sufficient to cover the CC fees (perhaps due to charges from curriculum  or online classes). When there aren't enough Encom funds, the balance is charged to the credit card that was used to pay the $50 application fee. The email is just to let you as the parent know that charge was put on your credit card.  Type 2: ‘Payment Failure’ Email Notification   If the email states ‘payment failure’, then the payment processed to the credit card used for the $50 application fee did not go through. Learning Groups will send an invoice for payment. If you do not see an  invoice but have received a "Payment Failure" email, please check your junk mail. Invoice Email If the email states 'Please submit payment" or 'Balance Due', then the invoice shows additional amounts owing for CC which were not covered with Encom funds or credit card on file.  As a parent, you can go into Encom and see the 'additional resources' section for your family; perhaps Encom funds were also used for charges for curriculum, ipad purchases or online classes. Please keep track of your curriculum or third party purchases to ensure enough funding is available to cover LG learning opportunities as there is a time lag when invoices get to the office.  To pay the invoice, click on the Cvent 'view your registration' link in the email, put in your registration confirmation number (provided in the email) and follow the prompts on each page to make the payment. You can add in a new credit card or the previous one that has funds available to process payment to.  CCs with remaining balance will be automatically charged to the credit card on file in mid- November to early- December; as noted in the application payment options. If there are credit card changes, please contact Desada Daigle to update; otherwise payment won’t go through and an invoice will be emailed to the family.  Making our email addresses safe will prevent them from getting blocked or going to the junk folder, depending on your settings. We ask families to not opt-out of receiving emails from us when registering their students for our learning opportunities in Cvent as this prevents invoices being emailed to you.  If you have further questions, please email Desada at ddaigle@onlineschool.ca . In the Cvent application for CC, parents have the option to make payment by credit card or PO# funds. Any balance remaining, due to Encom funds being unavailable, will be charged to the credit card on file. CC+: HCOS Enrolled Students: $550 (minus any Grad Course Credits) will be processed to the HCOS PO# when CC+ courses are added to each student in Encom. Any balance remaining, due to Encom funds being unavailable, will be charged to the credit card on file. (parent choice- I understand) CC and CC+ course fees for Inclusive Education supported students are processed using IE funds. IE families might notice CC+ course fees in Encom at certain times of the year, but a short time later the course fees are corrected in Encom and fees processed using IE funds. General CC/CC+ Information Parent Handbook You will receive a Parent Handbook from your CC coordinator at the beginning of the year. Please save this where you can refer to it regularly as it has a lot of important and useful information.  Below is a sample handbook of what might be included.  Most CCs have a Parent Orientation Meeting before the first class where the coordinator will review the ethos and expectations for the classes, introduce the teachers and assistants, and field questions. We expect that at least one parent of each family attends.  Please note the Scheduled Dates of Classes in your agenda/calendar and plan to attend as each class is about a week’s worth of learning in a campus school. Instructors will be in touch with you about the following: What to bring with them to class (for the first day and any other time something special is needed) Homework or practice for the next class (to be sent within a day or two of the class and when applicable) How you can best contact them about missing a class, or any questions or concerns you may have End of term comments and summaries Email is the primary method of communication with your Coordinator and the Instructors on-site. If your child is sick, please keep them home. If your child has symptoms caused by allergies, they are welcome to attend. Please connect with the teacher or coordinator if allergy symptoms are significant.If your child misses a class, please let their instructor AND the coordinator know ASAP and then be in touch with the instructor about what they missed. It does matter to the instructor if there is a student missing, even in larger classes! Cancellation of Classes   If there are extreme weather conditions or a closure is declared in the local School District, classes will be cancelled. I will notify you all by email with as much notice as possible. If classes are cancelled due to extreme weather there will be no make-up class! CC Contact Information   There will be the names, grades/subjects and email for each teacher provided. Maintaining Campus Health Safety Our campus will be following protocols listed by the Ministry of Education. Additional precautionary measures may be implemented such as: daily cleaning of high-touch surfaces incorporating distancing measures appropriate to the class staggered arrival, drop off and lunch periods regular hand washing routines (using hand sanitizer when sinks are unavailable) asking students and all those on-site who are sick to stay home monitoring the health of those present Please remind your children to practice the habits listed below under ‘Reducing the Risk’ and encourage them to keep their hands to themselves.  Reducing the Risk Wash one’s hands frequently for at least 20 seconds using soap and hot water (it is the single most effective way of reducing the spread of infection). Practice other good hygiene habits: do not touch one’s face/eyes/mouth with one’s hands and cover one’s mouth and nose when sneezing or coughing (ideally with a disposable tissue or the crease of the elbow). Clean and disinfect frequently touched workspace surfaces. Maintain good general health (eat a balanced diet, get enough sleep, exercise in moderation). Stay home if sick. Illness If your child is exhibiting any level of sickness or symptoms (other than from allergies), please keep him/her at home. Recent COVID-19 measures have demonstrated the value of social responsibility in taking care of others’ health and your own. Behaviour Expectations While we don’t anticipate regular problems, it is good to be clear about expectations. These expectations are just a beginning. We want to be proactive in developing the kind of learning environment that grows relationships, encourages learning, and honours God. Please review this list with your children before the first class. The expectations are, naturally, quite obvious and straightforward, but still worth discussing.  Listening and Focusing: When a teacher or other student is talking, all others should be listening.  When you want to say something, raise your hand. Do your best to refocus quickly. If you are chatting with a partner or group, if something is funny, if there is a larger discussion – enjoy and participate, but then refocus promptly.  Enjoy your break time, but come back and refocus when called. Distractions: Games or toys are reserved for break times and not during class. Please leave all electronics off during class (unless needed for your class). Save eating and drinking for snack and lunch time. For students who ‘struggle’ to meet the expectations, this will be the standard course of action: For a once-off situation or infrequent situation, the teacher will talk to the student. For a common recurrence, the student will be sent out of the room to talk with me. If this happens, the teacher or I will inform you so we can chat about it. If the situation continues, then I will set a time when we will all sit down and discuss the issue in order to make a plan for the way forward.  It may be that the parent is required to join their child in the class until the problem is changed or resolved. For a major occurrence, it will be as for #3. I am sure that it will be a great year and that your children and their instructors will develop relationships of mutual respect. Special Circumstances or Needs – Behavioural, Learning, Medical On your registration you noted any health or learning needs that your child has.  I will be emailing you appropriate forms to fill out in order to help us care for your child well.  If there is anything else we should know about your child with regards to group learning and teaching situations, or if you learn of additional information during the school year, please email me so the instructors can be best prepared to help your child.  For IE students with EA support, if an EA is absent due to illness and a substitute is not available, please do not send the students for that day, without EA support. Christian Worldview and Content HCOS is a Christian DL school and therefore the majority of teachers and students involved in the Learning Groups will be Christians.  There is still, however, diversity in faith and practice.  Christian and Biblical content will be included in the lessons, when it is fitting and natural. In all of our teaching, learning, and communication our goal is to love and serve God and each other. In doing this, we will develop an atmosphere of respect and generosity. This will be the most important way that we incorporate our Christian faith into our classes.  Homework Depending on your child’s age and the subject matter, most weeks the instructors will email some homework and practice options. These are aimed to reinforce what is being learned in class as well as to prepare your child for the next class or any upcoming assignments. Essentially, homework is encouraged as your child will gain so much more from their learning if it is completed. If you have any concerns about your child’s learning and understanding in the class, please be in touch with the instructor quickly and regularly. Fire, Earthquake and Lockdown Drills We will have a fire drill a few times through the year, as well as earthquake drills and one lockdown drill. Some children may be averse to loud noises, so please prepare them for these drills. What to Bring We want every child to have a water bottle and lots of snacks as well as their lunch.  They will be given regular opportunities for snack breaks. Please also bring a jacket for outdoor play. NOTE: Our classes are a nut-safe zone due to allergies. Typical Supplies List for CC Each week, all students should bring a labelled pencil case/box with the following labelled items:    3 sharpened pencils   eraser(s)   12 pencil crayons   at least 12 markers including black   30 cm ruler   glue stick   scissors Additionally, students in grades 4 and up should also bring:   3 blue pens   binder with 8 ½ x 11” lined paper and some blank paper & 4 dividers  If PE is offered: appropriate clothing and footwear (non-scuff shoes) for PE classes. Grades 7 and up: Tablet or laptop if possible; required for older grades  Cell phones should be turned off during class time, or not sent at all. HCOS Learning Groups Information This page provides information and resources related to HCOS Learning Groups. Welcome to HCOS Learning Groups!  HCOS Learning Groups are committed to offering innovative, Christ-centered educational opportunities for home learners virtually and in person, through a variety of activities offered in communities around the province. We support home educating families by actively exploring and experiencing a range of knowledge and skills while nurturing our relationships with God and with each other. As you consider all that HCOS has to offer, including Learning Group opportunities posted to date, I encourage you to look at the family resources and information posted on our HCOS and LG website  which may address questions you may have at this time and to become familiar with this SOPHIE page outlining our protocols.  Staff   Our Learning Groups Director, Christine Loewen, oversees all Learning Groups programs and LG administrative and office staff. Together she collaborates with them regarding the vision and mission in directing programming, the smooth implementation of processes and procedures and also the management of risks to ensure safe participation. She manages the financial aspects of the programs and communicates with Heads of School, directors and teachers throughout the year. Our Learning Groups Assistant Director, Jonathan Zuidhof assists in managing day to day administrative operations related to Learning Groups programming and offerings, including support and training for LG leadership teams, coordinators and teachers, along with oversight of special projects such as the CC curriculum project and family communication throughout the year.   Tessa Arends is the LG Administrator overseeing Learning Camps and Learning Camps in the Lower Mainland, Island and Virtual. Andria Lengkeek is the LG Administrator overseeing Community Connections Plus opportunities.         Lisa Franco is the LG Regional Administrator of Vancouver Island and the North with a Community Connections focus. Jinhee Choe is the LG Regional Administrator of the Lower Mainland and Sunshine Coast. Christine Moline is the LG Regional Administrator of the Interior. Heather Davis is the LG Adminstrator for Learning Camps in the Interior and North. Together with our teachers and office team, we offer a number of group learning opportunities and courses for our students and home schooling community in a variety of locations throughout the province. You can contact any member of the team at lg@onlineschool.ca . To view our Office staff, please visit here.         HCOS Code of Conduct Code of Conduct Purpose & Rationale The HCOS Code of Conduct outlines our expectations of members of the HCOS Community. It is built around the characteristics outlined in the HCOS Learner, Teacher and Staff profiles and our school’s Core Values . Definitions “HCOS Community” or “the Community” refers to staff, teachers, contractors, students and parents enrolled at or working for HCOS “Abusive behaviour” refers to acts directed towards members of the Community that are deemed threatening, demeaning, disrespectful or contradictory to the core values and characteristics outlined on this page . Our Commitment to You All HCOS staff and contractors commit to treating members of the HCOS Community with respect and in alignment with our core values of Relationship, Integrity, Flexibility and Academic Success and the characteristics outlined in our Teacher and Staff profiles. As a school, we are committed to ensuring HCOS is a safe, supportive, and inclusive school. Members of our staff and contractors who act in a manner that contradicts this commitment may be subject to discipline as outlined in the Student Discipline policy. Our Expectations of Students We expect students to treat members of the HCOS Community with respect and in alignment with our core values and the characteristics outlined in the Learner profile . In addition, students must adhere to the policies and guidelines provided through SOPHIE and by teachers. Failure to do so may result in disciplinary action based on the severity and frequency of the behaviour as outlined in the  Student Discipline policy .  Our Expectations of Parents We expect parents to treat members of the HCOS Community with respect and in alignment with our core values . HCOS has a zero-tolerance policy with regard to abusive behaviour towards members of the Community and reserves the right to withdraw students from the school if a parent is found to be treating members of the Community with disrespect or counter to our core values. Our Expectations of All Members Communication We expect and promote open, honest communication so that all members of the HCOS Community feel safe and valued at HCOS-sponsored events. All members of the Community are asked to share with an HCOS teacher or staff member about any behaviour that does not align with the expectation laid out in this code of conduct. Face-to-Face Whether online or in-person, students are expected to wear modest clothing and refrain from public displays of affection that are unsuitable for a group learning environment. The possession or use of any form of weapon is prohibited at any HCOS-sponsored event. Technology Due to their potentially disruptive nature, personal media devices, such as phones or tablets, are not to be used during HCOS-sponsored events unless approved by the event supervisors for the purpose of the activity or other approved reasons (e.g., medical). Our Process to Resolve Incidents Where violations of the code of conduct occur, HCOS leadership will work through the Student Discipline policy with those involved in the incident with the goal of restoring relationships and keeping the safety and security of all members of the Community at the forefront. Learning Camps Information This page provides information beyond the HCOS LG Code of Conduct and Terms & Conditions page. Face to Face Learning Camps Expectations Spaces are often limited for Learning Camps. If you sign up, attendance is expected.  Communicate any foreseeable absences in advance of a Learning Camp to allow other students to take your place. Arrive prior to the start time of the event. You need to check-in with your coordinator for attendance, so the event can begin on time. Take note of all information conveyed in the welcome email. Bring any supplies requested, and show up prepared for the day according to the uniqueness of each event. Behavior  When in the community, behavior at a Learning Camp is a reflection of HCOS as a school.  Behavior, tone, and our words are important. Please refer to the Biblical attributes within our learner profile as a guide to what we are working towards, including our expectations of speech and conduct. Participating students and families are expected to act respectfully and conduct themselves in an appropriate manner to all involved in the HCOS LG setting. Learning Camps often utilize external vendors' facilities that have their own rules and policies, not directed by HCOS. Follow venue rules and policies respectfully. Post-workshop follow-up We appreciate you taking the time to provide feedback when requested (optional, not a requirement) Submitting surveys Creating thank you notes for the presenters Virtual Learning Camps Expectations Where an orientation session is being held, please consider this a required attendance. This helps ensure that participants are able to competently log in and use Zoom functions, etc. which helps the event to run smoothly. Please arrive 5 minutes prior to the start time of the event so that everyone can be admitted to the online room prior to the event beginning. Zoom etiquette and troubleshooting. Proper use of chat function. Should only be related to the topic of the Learning Camp. Always mute your microphone unless called on to speak by the presenter. Your camera may be on or off - it’s up to you. If you are experiencing a poor connection (freezing, lagging audio or choppy video), try turning your webcam off to save data. If that doesn’t work: If possible, use a laptop that is hard wired to your router. Move closer to your wifi router for a stronger signal (and better speeds). Try connecting with a phone or tablet using LTE - just be careful and watch data usage (See below for more tips to reduce data use). Connect to 5Ghz instead of 2.5Ghz (many newer routers do this automatically) - important for apartments and more densely populated areas. You typically need at least 15mbps down/1mbps up connection for zoom to “work”. Better internet speeds will ensure it works well (if available in your area - some remote and Northern areas unfortunately still do not have consistent access to quality high speed internet. Turn off the HD option in Zoom’s video settings, and turn off all filters and backgrounds. Generally, the less devices connected to your home network at the time you are using zoom, the better the quality of your zoom experience will be. Check Zoom’s website for more troubleshooting tips . Post-workshop follow-up We appreciate you taking the time to provide feedback when requested (optional, not a requirement): Submitting surveys Creating thank you notes for the presenters   Learning Groups Frequently Asked Questions This is a landing page that has been designed to direct you to specific FAQs regarding HCOS Learning Groups. General Questions Applications Community Connections HCOS Scripture Memorization Challenge Learning Groups Resources HCOS Website - LG Section HCOS Website, LG section Information on types of LG offering FAQ Pertinent information Communiques sent to families Learning Groups Website Learning Groups Website LG Events being offered Can filter by: area and grades region and type Information and application links (for open opportunities) Sign up for E-Alerts to receive emails about events  Parent Homeschool Co-op Information This page provides information on how you as a parent can organize activities with others in your community. HCOS encourages families to connect with each other in support of your children’s academic, physical, emotional and spiritual growth and development. A homeschool Co-op is a parent initiative in which parents share their love of learning with a group of students and also share organizational and instructional responsibilities with other homeschooling parents. Why a Homeschool Co-op? There are many benefits to planning a homeschool Co-op: Social activities for both kids and parents Various parents can teach their expertise and passion Students build and practice collaborative skills Builds a personal homeschool support system Students get to experience learning at home and with friends Some subjects and activities are just more fun in a group! Families should share learning samples and completed work from the Co-op to their HCOS support teacher. How to Start a Homeschool Co-op Homeschool Co-ops come in many different forms. It can be as simple as a few families getting together at a park for social interactions or going for bike rides, walks, hikes and group field trips. Co-ops can also be a few families meeting at home and rotating teaching responsibilities for a subject or two. Or it can involve hiring a series of professional teachers that are able to instruct a variety of subjects in a church or community centre. Homeschool Co-ops are a great way to share the work of home educating your children with a group of other like minded families. Set the Purpose of Your Homeschool Co-op Are you just looking for a way to socialize with other homeschool families? Do you want to create a way for students to explore electives? Do you want to meet outdoors and explore nature?  Is there a specific age or grade level that you want to include? Maybe your purpose is that you need to switch off teaching days with other families so that you can work outside of the home.  The very first step in starting a homeschool Co-op is to set the purpose . Whatever your goals are for your Co-op, it is important to be clear about your purpose which will guide the rest of your start-up decisions. Being clear about your purpose will help you find and attract families to join you who share with similar goals. This can save frustration further on. Decide on a Format Homeschool Co-ops come in many different formats. A few questions to consider are: How many classes or activities do you want to offer? How often do you plan to meet? Will there be social activities, educational opportunities, or a mix of both? In general, you want to meet often enough to fulfill your purpose and to enable  friendships and connections to form.  Find Members for Your Homeschool Co-op You need at least one other family to form a homeschool Co-op so you need to decide how you want to find members. Be clear on the purpose of the group and intended ages/grades you are looking for. If you already have a few homeschool friends and want to form a small Co-op, it may be as simple as asking your friends if they are interested. You can also advertise on the HCOS facebook group, check out homeschooling facebook groups in your area, ask around at church with home educating families or meet other families at face to face Learning Camps and form a connection.  Find a Location for Your Homeschool Co-op The size and purpose of your Co-op will help determine the perfect location for your group. For example, if the purpose of your homeschool Co-op is purely social you might want to choose a local park to meet at each week. Eg. park days on Mondays and/or field trips on Fridays If there is an educational component to the homeschool Co-op you may want to consider meeting indoors, such as someone’s home or a church Larger groups can usually rent space from churches, but this normally carries a cost. Sometimes churches are happy to rent out their Sunday School classrooms during the week. If you choose to go this route be sure to ask the church a few questions before signing a contract: Do you need to carry separate liability insurance? (LG/HCOS does not provide this for homeschool Co-ops) Is there a cost? If so, will you be billed only for days you use the classroom or will you be charged a set amount each month? What are the usage restrictions (food, noise, messy activities, etc.)? Are parents required to stay on campus? Homeschool Co-op purpose, size, and budget are important factors in selecting the right location. Insurance Considerations If you are running a co-op in your home, contact your insurance provider to make sure you have adequate coverage. If choosing a location that requires liability insurance, speak with the facility manager of the location for information on how to obtain the needed insurance. Choosing Homeschool Co-op Teachers There are two main options in terms of Co-op teachers: Parents of Co-op students Hire a teacher or service provider Choosing parents within the homeschool Co-op to teach is an easy choice. They are already committed to your group and are generally happy to teach a class for free, especially if their children are also attending the class. Another great option is to hire a teacher or service provider who are generally very passionate and skilled in the subjects they choose to teach. Since hiring a teacher or service provider will carry an expense, it’s important to discuss this decision with the group. Set a Price The price of your homeschool Co-op is directly related to the expenses. Possible Co-op expenses include: Location costs (+ insurance if required) Teacher fees Supplies and materials Field trip fees (eg. admission fees) You want to make sure that you are fairly sharing the costs through the homeschool Co-op. Setting a price is easy and straight-forward for small homeschool Co-ops of just a few families. It gets more complicated for a large Co-op where students are selecting different classes, so it may be best to avoid too large of a group to keep costs low (or free!). 2-3 families is a good size to start with for most Homeschool Co-ops. Choose the Homeschool Co-op Classes You are not limited to traditional school subjects. Feel free to get creative! If your kids are interested in learning a specific topic, there is a good chance other kids are interested too. Some homeschool Co-ops follow selected curriculum, and others make it up as they go. Either option can work well depending on your group’s needs and learning styles. If the Co-op is teaching an academic core class like language arts, math, science, or history, they usually ask students to do some work at home and the rest in the Co-op. Communicating with your support teacher about curriculum resources is a great way to ensure that you have a solid plan for getting your kids engaged in learning. Agree on Homeschool Co-op Rules Every family has different ideas about how to best run a homeschool Co-op. It is best to agree on some rules right from the beginning. Think about: Can parents leave during class or do they need to stay? What happens if there are behavior problems? How much notice is needed to cancel a class? How will inclement weather be handled? Who is ultimately in charge of the Co-op? If there is a fee, what is the refund policy? Thinking through some of these issues can help prevent problems in the long run. For most Co-ops, having no fees except for field trips or basic supplies is a great option. Resources can be shared or purchased by each individual family. This keeps the Co-op experience uncomplicated. However, many successful Co-ops have run with up-front fees. It takes excellent communication and organization to set it up. Set a Schedule Once you have a location selected, teachers have been chosen, and classes planned, you need to set a schedule. Plan at least a semester at a time so people can make plans.  Setting the schedule for a small Co-op involves sitting down with a calendar and marking off the dates you will have Co-op classes. Note any holidays so you don’t need to reschedule those classes later.Then choose the times your Co-op will run (eg 10am - 12pm or 1pm-2pm etc).  Send the dates and times to all of the homeschool families so they can plan accordingly. Finally, fill in your times with what you will be doing (eg. Group playing at jungle gym 10am - 10:30am, walk in the park 10:30-11am, Art 11am - 11:30am, Bible study 11:30am - 12pm) Setting up the schedule for a larger Co-op is a little bit more work simply because there are more classes. To set up the schedule for a large Co-op, we recommend using google calendar . This lets teachers add their classes to the calendar. Parents can view the calendar from their computer or phone. If one of your homeschool Co-op goals is socialization, be sure to schedule some field trips and park days too. Some field trips (eg. museums, science centres) require advance planning, so it is good to get them on the calendar early. Types of Learning Groups Opportunities To see a summary of our LG opportunities including Learning Camps, Year at a Glance has tabs across the bottom for virtual and all the areas, in which events are organized by city. We invite you to review below the particulars for each type of opportunity we offer location information, as well as information on how using the waiting pool link and how to apply CC and CC+ . Learning Groups Opportunity Description Family Role Learning Camps (LC) (often 1 day short term events) Short term group event Typically single-day learning experiences i.e. Aquarium, Science World Field Trip Short-term weekly class i.e. writing Workshops - Camp Bob, or Rocketry Virtual (usually via Zoom) or Face to Face Share learning experiences i.e. pictures, poster, outline, handout, pre and post activities in weekly communication and/or teacher portfolio visit. Parent accompaniment usually preferred Community Connection (CC) (Significant offering, but NOT full courses) Times and duration may vary, but typically a half or full day once a week 12 -24 weeks Blend of homeschool and campus flavours Teacher led classes Primarily certified teachers with some community/ parent instructors Homework is sometimes or often assigned depending on the location Although primarily drop-off, some parental involvement Share learning experiences i.e. pictures, poster, outline, handout, pre and post activities in weekly communication and/or portfolio visit to support teacher Provide CC teacher’s class summaries to support teacher Community Connection Plus (CC+) Offers Complete courses   One full day a week 30 weeks Hybrid and face to face classes HCOS instructors wholly responsible for subject areas taught Teacher on record and listed in Encom as course teacher (like Online course)  Often 3-4 courses (eg. perhaps S.S., Science, PE, Fine Arts) Parent drop off  Parent volunteers are welcome  HCOS teachers cover entire courses, teaching, evaluating and reporting on students Homework is often assigned and required to fully complete the course Summary of differences between Learning Camps and Community Connections Learning Camps are single day or short term activities such as a field trip or workshop. Co-ops are parent Initiatives and no longer under the HCOS LG banner Community Connections are weekly half or full day opportunities throughout the school year. These multi-term classes offer a campus style environment while maintaining a home education flavour Joining a Learning Group Opportunity - General information Find Learning Group Opportunities in email received from your support teacher, e-alert email from Learning Groups or at our Learning Groups website .  To sign up, click on the link for the application form and complete fully to the submit form.  Many events allow you to use PO funds; a credit card payment will be required as an application fee for CCs or for the full amount on lower-cost LCs. Prior to acceptance all applications are reviewed manually. Priority goes to HCOS students and where there are challenges in a group setting we wish to make sure a student is fully supported to ensure successful participation.  You’ll receive the automatic message indicating that we have received your application. For Learning Camps, this indicates acceptance to the event unless the coordinator is in touch to indicate otherwise. Mark the dates on your calendar. Please note that HCOS PO payment entries will occur in Encom around the event date. To pay from General Community PO, a parent will receive an invoice from HCOS to forward to their respective school. Credit card payments are processed upon submission (unless indicated otherwise). Your Coordinator may be in touch closer to the date with further details about the event.  If you are unable to attend the Learning Group opportunity, please note there are cancellation policies in effect.  Enjoy! Learning Camps Learning Camps are short term group learning experiences, often with parental presence. These range from field trips, to workshops, to a short-term set of weekly classes, to overnight events. Examples include writing workshops, science experiments, field trips to the aquarium or zoo, theatre performances, robotics competitions, overnight trips to Barkerville, and SALTS. Parents and students are encouraged to share the learning that took place during learning camps including any pictures, handouts or other relevant work with their support teacher. To find out more and sign up, families can: Use information and links in emails receive d from your support teacher about available Learning Groups Go to https://learninggroups.ca/ and use the filters to find opportunities in their area If you are interested in a Learning Group activity and do not see it on the LG website, the event may be full. You can fill out the Learning Camp Interest Survey form and we will be in touch about future opportunities. Sign up for e-alerts (scroll to the bottom of this page for the e-alerts links) and receive email notification of events a s they open for application If you have any further questions, please contact the HCOS LG Regional Admin for Learning Camps, Tessa Arends Community Connections  (CC) Students in Community Connections (CC) learn in a class setting for a half- to full-day each week over 16-24 weeks through the school year. These multi-term classes provide a campus learning environment while maintaining a home education flavour.  Certified teachers or experienced instructors guide students through varied learning experiences including hands-on, group and collaborative learning. Students learn presentation skills, complete projects, videos, experiments, participate in physical education classes and more. Activities vary depending on the subject and location. Through a combination of class work and take home assignments, students develop competencies in specific subject areas. CCs do not fully cover the content and competencies of each subject, but are an excellent blended supplement to your home learning. Parents and students are encouraged to share the learning that occurs at Community Connections including any homework, handouts, assignments, projects, lab reports etc. that were completed with their support teacher . CC instructors will provide information about class activities in emails, term summaries or blogs. Parental involvement is often encouraged.  CC locations currently include: Chilliwack (K-3), Abbotsford Theatre Sparks, Vernon, Parksvill e, Campbell River, Powell River, Port Alberni, Sechelt (Sunshine Coast), Cowichan. Find out more here . Community Connections Plus (CC+) Students in Community Connections Plus (CC+) learn in a class setting for a full day on a weekly basis over a period of 30 weeks.  HCOS certified teachers provide all the instruction and assessment needed to fully cover the subject taught and complete the report card in Encom each term.  Students receive instruction to fully cover the content and competencies in 3 or 4 courses, such as Social Studies, Science, Physical and Health Education, ADST or Arts Education. Students learn presentation skills, complete projects, videos, experiments, get active and more! As students go through the grades, homework progressively increases and is required to fully complete the subject competencies. Weekly communication from the instructors provides information about class activities.  The fee for HCOS Registered and General Community students is higher to include teacher compensation.  CC+ locations currently include: Langley, Abbotsford, Abbotsford Theatre, Abbotsford Science & Math (10), Chilliwack (Gr. 4-10), Kelowna, Prince George, Penticton, Victoria, and Nanaimo. Find out more here . CC and CC+ Waiting Pool and Application Process To learn more about the locations, grades and subjects typically offered please view our calendar . We will update with the next school year's offerings once determined. To let a CC or CC+ coordinator know that you’d like to join, please fill out your information in our waiting pool . Depending on availability, the coordinator will be in touch about the application process. Completion of the waiting pool or application forms does not guarantee acceptance. To promote success we encourage students to participate in a short term Learning Camp prior to a longer term event. Learning Camp options can be found at https://learninggroups.ca . HCOS Inclusive Education students are welcome to apply. Acceptance will be evaluated on a case by case basis after a conversation with the support teacher and family to ensure necessary support levels are available onsite.​  Application to an HCOS CC+ is a separate process in addition to enrolling at HCOS. Application links for a CC are available in April/May. First priority enrollment is offered to current students, followed by those in the waiting pool. If additional space is available a posting will be made at https://learninggroups.ca/ and the coordinator will email those in the waiting pool, normally in late-May or later.  Reporting  Reporting to Support Teacher for Learning Camps and CC Save and share activities and work completed in relation to the LG event and also share photos of your child participating. Many LG experiences, assignments, projects, and/or activities span more than one subject area. Notice and report on content/competencies outside of CC subject area i.e. social skills in group, oral presentation skills, artistic or dramatic skills, work habits in using time purposefully, etc. Students may have been provided a term summary at CC; a few CCs have a Facebook page, a blog or send out a weekly summary email. Reporting at CC+ The CC+ teachers are HCOS teachers who cover entire courses, teaching, evaluating and reporting on students. Students often complete homework and submit to the CC+ teacher for evaluation.  PE courses at CC+ involve students also doing Community Opportunities This page is a central database of community opportunities that families might like to investigate. We are not endorsing these opportunities but rather sharing information as to possible resources available. Thank you. Cross-Canada Virtual Road Trip March 26th to May 16th, 2024 All events are virtual and last approximately 35 minutes. Register for as many events as you want! The Cross-Canada Virtual Road Trip is a road trip like no other! Offered in collaboration with Parks Canada and Exploring by the Seat of your Pants , this program is free to all Canadian teachers and students in Grades 3-8 and features live virtual field trips to 10 different Parks Canada sites that stretch from coast to coast to coast. Students will learn about biodiversity in Canada, environmental and cultural protection, archaeological initiatives, scientific innovation and much more! Note: while the program is designed for Grades 3-8, teachers and students in all grades and educational settings are welcome to join.   Rock related events  Educational and fun for all ages, information on the event (May) https://www.bclapidary.com/bc-gem-show.php Co-op Opportunity I am a Christian homeschooling Mama in the Cowichan Valley and run a field trip group that meets monthly for local field trips. We also organize informal classes and meet ups. I want to invite all homelearning families on the Island to join us if they desire. Families can email me at crystalnickeljones@gmail.com to be added to the monthly email list. Exploring by the Seat of Your Pants There are many virtual offerings that home learners can sign-up for in both English and French. Museum of Surrey Vibrant, interactive and ever changing, Museum of Surrey, located at 17710 56A Avenue, is a free local venue for wonder, dialogue and fun for the whole family. Drop-In for a Visit Tuesday to Saturday (9:30am to 5:30pm) Sunday (noon to 5pm). There are rotating exhibitions available. https://centreoftheuniverse.org/exoexplorations Astronomy Resources offered by: Friends of the Dominion Astrophysical Observatory Royal Astronomical Society of Canada Located at the National Research Council’s Dominion Astrophysical Observatory near Victoria, BC ExoExplorations Lessons, Guides and Teacher Resources ● Unique and extensive set of lessons in astronomy, in both English and French. Developed for Canadian classrooms from grade 6 to 10 but aspects of many activities can be adapted for other grades. Can be used as background material, individual learning or classroom settings. ● Find out about planets both within our Solar System and Exoplanets beyond our Solar System ● Other topics include stars, the Milky Way, galaxies, and the universe ● Plenty of hand-on activities, links to videos, websites and other resources ● Questions and quiz materials ● Free on the website ICanDance! Online Dance Classes  Please consider our programs for Arts and/or P.E. credits: Ballet, Pop Fusion, Dance Chance! Sampler, All On Broadway! Sing & Dance and something NEW….CANpop Music Video Project.  You can find our company information on our website: www.icandance.ca or on FB/IG:  Facebook  /  Instagram   Class course descriptions can be found here:   https://www.icandance.ca/icd-online-classdescriptions Book classes here:   https://www.icandance.ca/book-on-line-classes-via-zoom We hope to see you soon! Bateman Foundation: Nature Sketch Victoria, Duncan, Vancouver and Online Nature Sketch is designed to inspire appreciation of the natural world using a pencil and sketchbook. Every participant will have the opportunity to connect with nature in a variety of unique ecosystems through art, and learn about local flora and fauna and their habitats, including species at risk and the rewilding of urban habitats. With the guidance of a local artist and a naturalist, Nature Sketch encourages participants to explore natural environments through art and eco-literacy. Details and fees can be seen at https://batemanfoundation.org/nature-sketch/ Canadian Parents for French Some incredible (and free) opportunities for parents who are interested in resources, the annual public speaking contest and opportunities in French.  Cybersafe BC www.cybersafeBC.ca Cybersafe is geared towards youth aged 10 – 16. It is an online course with a certificate at the end (which can be used as a Health & Career Sample). Students will watch videos, and do activities as well as learn about the dangers of the internet. They will learn about their digital footprint and online crime, including cyberbullying. IMPORTANT NOTE: Parents should have a look at the course first because there is a component of the course that discusses sexual predators and "sexting". Free bowling program for kids http://www.kidsbowlfree.com/ Parents are offered a $25 deal to allow up to 4 older family member to bowl for free with the kids. The parent offer is introduced after you sign up your children. Royal BC Museum http://royalbcmuseum.bc.ca/learn/museum-events/kids-and-families-events Youth Leadership Millennium (YLM) Program www.successylm.org The Youth Leadership Millennium (YLM) Program consists of three levels: Bronze, Silver and Gold. These correspond with the Bronze, Silver and Gold levels of the Duke of Edinburgh’s Award – which is a big part of YLM – but we offer so much more. Our aim is to empower young people to take on leadership roles both in life and in the community. Through the three levels of the program, we strive to guide them in exploring new opportunities and developing their leadership and life skills through experience. The S.U.C.C.E.S.S. Youth Leadership Millennium program is a holistic leadership training program with 5 unique focuses: Personal Development Leadership Development Community Awareness Adventure Expedition, and Community Leadership Initiative New to YLM? The Bronze level is where you want to start! Upon successful completion of the YLM Bronze program, youth participants will receive the following: S.U.C.C.E.S.S. Youth Leadership Millennium (YLM) Certificate The Duke of Edinburgh’s Bronze Award Toastmasters International Youth Leadership Program Certificate St. John Ambulance‘s First Aid Certificate Completing HCOS Learning Groups Applications This page provides information on who to complete an HCOS Learning Group Application. If you have any questions or need assistance, please contact lg@onlineschool.ca . Signing up for an application where each participant signs up separately (seats): There are some opportunities when each participating individual needs to provide full information in an application so we can best support student success and safety. This includes opportunities such as Community Connections, all drop-off Learning Camps, overnight Learning Camps and other opportunities as applicable. Signing up for an application where the parent signs up and chooses the number of tickets desired: For Learning Camps where parents are fully responsible for the care and supervision of their children, we use a streamlined application form where the parent signs up and chooses the applicable number and types of tickets for their family, providing minimal information in the application. This includes Learning Camps such as track and field, concert performances or virtual meet an author workshop. Further reminders on completing a Learning Groups application Thank you for your interest in signing up for an HCOS Learning Group opportunity. Please see the videos on how to complete an application, further notes for your reference are here: If you are having difficulty submitting your application or experiencing application bugs - try opening it in a different browser, and when it asks if you should start a new application - select “yes”. There is only one parent/guardian allowed on an Enrolled student application (Enrolled students have a PO and a teacher, a Registered student does not). Additional attending adults, Registered or General Community students and Pre-K children (where applicable) will need a separate application, with payment by credit card. If your family is a combination and you are paying for all participants (including Enrolled students), start your application with the non-Enrolled student first. If ticketed opportunity, you will need to use a different email address or initial participant name. Adults and Pre-K cannot sign up as an Enrolled student. The PO number will be cross referenced to determine that it is attached to an enrolled student and you will be invoiced for the correct fee in the case that this occurs.  If your HCOS PO funding does not cover the entire application fee , the funding you have will be applied to the learning camp and you will be invoiced for the remaining balance.  If there was a minimum credit card amount (such as for Community Connections or Learning Camps with higher fees), balances outstanding will be charged to the card on file per the terms within the application. We are unable to collect cash at events. We do not accept visa debit, however it is possible to pay with a pre-paid credit card. If you forward an invoice to your General Community school for payment , please make sure to also forward the resulting receipt for their records (all correspondence is with you directly). Learning Group fees are non-refundable unless it explicitly notes otherwise.  Community Connections and specific Learning Camps have a graduated cancellation schedule When you submit your application, there is a required question field for agreement of the cancellation fee as indicated. Please confirm your schedule before applying for learning camps.  If your application is submitted successfully, you will receive a confirmation email. If you do not receive this email, please reach out to lg@onlineschool.ca to confirm if your application has been submitted.   Please be aware, if you “opt-out” of Cvent (the application program) email notifications you will not receive submission confirmations or invoices (where applicable). In the event that you have a balance, the LG Office will reach out to you for permission to opt you back in. For further information, please see our Families SOPHIE Book for general Learning Groups information. LG Terms and Conditions & Cancellation Fees Information This page provides information on Learning Groups Terms and Conditions and Cancellation Fee information. Information may slightly vary between Learning Camps and Community Connections. Please review information contained in each application. LG Application Terms and Conditions The event fee is non-refundable or on a graduated scale for extended events, because we have made commitments to paying our facility and teachers, bought supplies, etc. as we've planned for the event. *individual offerings may include any pertinent additions Learning Group (LG) Code of Conduct and Cancellation Policy: I acknowledge that I have read and agree to adhere to the LG Code of Conduct and HCOS Policies and Procedures throughout my/our participation in this event. Reminder to communicate with your teacher and/ or school that you have applied to participate in this LG activity. Fees are based upon school affiliation at time of application and parents are responsible to ensure sufficient funds are available. Parents are responsible to ensure sufficient funds are available. Upon submission of application for this event, Learning Group fees are non-refundable. Alternate arrangements and exchange of monies may be made to  have another student take your child's place, provided adequate notice, approval, space permits. Please consult with the event coordinator. I authorize the Learning Group coordinator and/or instructor to administer first aid and/ or attend to medical emergencies if required. To best support all students in a group setting appropriately, I authorize the Learning Group coordinator and/or instructor to contact my support teacher. Please note: It is very important during the application process to disclose all pertinent information about areas your student may need additional supports. If additional information is later discovered that was withheld during the application process, HCOS may not be able to offer the required supports and your student may be asked to leave the program. Acknowledgement of Risk: HCOS does not require nor endorse students participating in activities with increased levels of risk to fulfill course requirements, nor does the school assume any liability for injury or death while engaged in course activities. Therefore if a student chooses to participate, they acknowledge and understand the nature of the activity and the level of risk involved. Families must ensure that they have appropriate insurance to cover student participation, as HCOS does not provide insurance coverage for students. Cancellation Fee Schedule- CCs and long term events Learning Camp fees are non-refundable unless specified in the application. Please note, this is an example only. The applicable version to your family is part of your CC or Extended Learning Camp application and part of the auto-email you receive after clicking ‘submit’.  * Once I submit the application, I understand that the Community Connections cancellation/ refund policy is as follows: • Non-refundable application fee : $50/ $100 of your total per student fees charged is considered an application fee and is non-refundable and payable by credit card. • Cancellation Refund Schedule: Please note the graduated fee schedule should the coordinator receive notice of cancellation or withdrawal. o July 1 or Aug 1 to Application Deadline: $50/ $100 total per student will be charged for notice  prior to the application deadline. o Application Deadline to start date: $100/ $150 total per student will be charged for notice prior to the start date. o Start Date to Dec.15: 50% of the fees are refundable for notice provided prior to Dec.15, after which non-refundable. o Term 2 and Term 3 student additions: Application and pro-rated event fees are payable in full and are non-refundable. Moodle This book is a resource for parents and students in online courses. It is tools, tips and instructions on how to access and be successful in your online course. (Moodle is still here for 2023, for students who are finishing old courses; otherwise, we have transitioned to Brightspace).  Moodle: Forums The following video aims to answer the question: How does a student use the Moodle Forums? Moodle: Logging In The following video aims to answer the question: How do I, a student at HCOS or BCOS, log into Moodle? The link in the video about setting up your student account for HCOS students in Encom is available here . To summarize for HCOS Students: Go to onlineschool.ca Click the Log In Button on the top right of the homepage Select Moodle Courses Parents are required to set up their students account in Encom using the information here. Log in! To summarize for BCOS Students: Your login information is sent in your Welcome Letter from the BCOS office. Either click the link in the email or, Navigate to onlineschool.ca Click the Log In button on the top right of the homepage Select Moodle Courses Log in!  Moodle: Messaging The following video aims to answer the question: How do you use the collaboration tools in Moodle?  Moodle: Self-Pacing Guide The following video aims to answer the question: How does a student use the self-pacing guide? Moodle: The Course Homepage The video below aims to answer the question: What are the features of the course homepage? Moodle: The Dashboard The following video aims to answer the question: How do you navigate the Moodle Dashboard? Moodle: Submitting Work Below are the steps students will need to work through in order to create digital files of their work and upload those to the Moodle hand in (submission) boxes.  Step 1: Generate an electronic copy of your work.  If you’ve completed your work digitally, you should just be able to upload the file (word, pages, pdf, etc) directly to the hand in box (see instructions for Step 2 below). Make sure you know where your file is saved and what it is named for step 2. If you’ve completed your work on paper , you will need to generate a digital copy using either a scanner/scanning app, or photos using a digital camera. Name your file and be sure you know where it is stored on your device before moving on to step 2 below. There are free apps available, such as CamScanner and GeniusScan, that allow you to photograph/scan single or multiple pages and save as a PDF. This is highly recommended for multi-page assignments as the file sizes tend to be smaller and present fewer issues with file sizes.  If you don't have a scanner or scanner app, a camera, such as one on a cell phone or tablet, can provide good results. However, photos tend to be large files and can be problematic when uploading.  When taking photos or scanning your work, please use the following hints: Find somewhere with good lighting Line your camera up straight with the assignment Zoom/move in or out until you capture the whole page, with as little extra as possible If photographing a multi-page assignment, take a separate picture for each page You should be able to set your camera to the lowest quality settings and still get fine results You will probably need to scale down (smaller size, less resolution) your pictures on the computer before submitting or the file size may be too large to submit. If you have an assignment that isn’t a traditional digital document or a paper document, please see the options at the end of this page for creating other file formats that can be submitted in Moodle (large image files, audio, powerpoint, video, links to cloud storage such as Google Drive or Dropbox, etc).  Step 2: Upload your work to the Moodle hand in box.   When you are ready to submit your digital file containing your assignment, locate the appropriate hand-in box in your Moodle course shell . It will have a hand holding a page icon like the one you see below, and should be titled with something related to the assignment you’ve completed. Click on the green text to open up the submission box. Once you open up the submission window you will then need to click on the ‘add submission’ button. Once there, you have two options for uploading your digital work files. Option A: Drag and drop your file . You can directly drag and drop the icon for your saved work from your computer into the hand in box. Simply click and hold the mouse down on your file and drag it over to where you see the blue arrow circled above. Release the mouse and the file should now appear in the window (see the example below by the green arrow).   Click ‘save changes’ and you have successfully uploaded your work! Option B: Upload directly from your device. Click the first icon (piece of paper the blue arrow is pointing to). Next, click ‘choose file’ (see image below) and find the file yo u want to submit then click to confirm or select the file you want to upload. Click Upload this file to complete the upload.   Don’t forget to click ‘Save changes’ and you’ve successfully uploaded your work! At this point you have submitted your work and your course teacher will receive an email alerting them to your submitted work. Watch your email over the next few days for a notification that your work has been marked and your feedback is available to view.  What File Types Can I Use for Assignments? Moodle has a maximum file size limit of 5MB. If you can compress your large files to be under that limit you will be able to upload them to Moodle. If you are unable to create file sizes less than 5MB please contact your course teacher to make other arrangements for submitting work.  Text Files Many assignments require you to complete then hand-in a text file. Please save your file as a Word document or PDF , so that your teacher will be able to open it. Image Files If you need to hand in an image, for example a screenshot or screenclip, please save the file as a png, jpeg, or pdf . Slideshow Files If you create a slideshow, please save and submit it as a Powerpoint, or pptx , type file. Audio Files You may be asked to record an audio file for some assignments. There are many ways you can do this: Most computers have a voice recorder. You may find this by searching the term, “recorder.” Use an app on a smartphone or tablet then email the file to yourself. Save the file as a wma or mp3 to hand in through Moodle. Maximum file size is usually 5 MB. Video Files You may be asked to record a video for some assignments. There are many different ways to do this as well: Your device may come with a pre-installed app such as iMovie on Macs You can download many different video recording apps such as Jing, Bandicam, Movavi, or OBS. Just make sure you select the correct version for your operating system. You can use the video function on your smartphone or tablet camera. Save the file as an mp4 . Video files will often be too large to hand in directly through Moodle, so you may need to use a cloud storage site such as Dropbox or Google Drive to store the video then share the link with your teacher. If this is the case, there will be a text box available on your assignment for you to copy and paste the link into. Check that your sharing settings allow your teacher to open it. Shared Drives (Google Drive, Dropbox, etc) You may choose to save your work in a shared drive or cloud storage. If this is the case, there will be a text box available on your assignment for you to copy and paste the link into. Check that your sharing settings allow your teacher to open it. Other Some assignments may allow the option of creating something on a website. For example, an animated video on Powtoon, presentation on Prezi or Sway, or a storyboard on Storyboard. Usually you can share this with your teacher by providing a link, and you should copy and paste the link in the text box provided on the assignment.     Parent Moodle Access We know tracking student progress through online courses can sometimes be difficult so we have created a way for parents to login to Moodle to view the course, see their progress in each course and a better sense overall of how their education program is progressing.  In Moodle you will be able to view the grades, feedback and progress for your students in all their courses. Access Access is tied to your parent account in Encom. You can login to https://lms.onlineschool.ca using the same login and password as Encom. Viewing the Information Once logged in you will see a list of your students and a brief description. Clicking the Student Progress Report button will open a page with a table showing all your students and the courses they are in. On this page you can view the progress and grade for your students.  For a more in-depth look you can use the following icons to: View an activity log showing dates when work was submitted, grades were returned, etc. View a breakdown of grades and feedback comprising the overall grade. Student Brightspace Access Brightspace is a required part of any online or hybrid course. In addition, some individualized teachers use Brightspace as a way to track submissions and documents. The instructions below will walk you through setting up your student's Brightspace account for the first time and how to login to Brightspace. You can also watch this short tutorial video: Setting Up A Student Account If this is the first time your student has taken a Brightspace course please follow the steps below to create a password for them. Login to your Parent account in Encom  and click on the Student's Account button. If you do not see Student's Account you can access your student's profile by clicking  Student Lists (1) in the upper menu and select Upcoming Students (2) on the left On the Student Account page you will find your student's Username and a text field to set the Brightspace login password for the account. Remember to click Save Changes at the bottom of the page if you make any changes. Updates can take up to  10 minutes . Please wait this period before contacting Tech Support for any assistance. You can also specify the email address that grading notification and emails from the teacher should be sent to. You can also check which courses you are enrolled in within Brightspace by clicking the blue LMS Diagnostics button. This page only shows the courses your student is enrolled/completed through Brightspace. All courses can be seen on the student's course list page. Accessing Brightspace Navigate to HCOS' Homepage . In the top right you will see an @HCOS section. Click there.  Scroll down to the Quick Access section. Click on Login under Brightspace. Once here, we suggest bookmarking the login page for future access. If it's your first time logging into Brightspace you will be required to complete the online orientation. This is a short module of information for all users about the software and procedures required to complete an online course. Once the orientation is completed, your courses will show on the Brightspace homepage. Viewing Student Moodle Progress Viewing Student Moodle Progress Rationale Moodle holds a wealth of information to empower parents to be active participants in their students' educational journey. In order to facilitate access to this information we have made it possible for parents to access the following information in Moodle: Course progress based on the pacing guide setup by the student, based on the teacher’s suggested pacing. Full grade and feedback review for marked assignments (some quizzes currently do not reflect the feedback. We are working on getting this added). An outline of a student’s activity in the course (submitted, accessed etc.) Access Access is tied to the parent's Encom account. Using the same login and password as you would to log into Encom, you are able to access Moodle via https://lms.onlineschool.ca . If you are not sure of your login please contact  tickets@onlineschool.ca and one of our support team members will help you access your account Process Once logged in a parent will see the following: Clicking the  Student Progress Report button will open a page with a table showing all your students and the courses they are in.   Read for Change How to Donate Thank you for taking interest in my fundraising efforts to Read for Change. We are excited to be able to raise funds to help support opportunities for learning around the world and here in BC. Our fundraising efforts will go towards: A medical clinic, education, micro-loans and ministry to street kids initiatives in Kenya that we support through Building Beyond Borders. Forward Together, our HCOS bursary program that supports families in need of financial assistance to home educate here in BC Donate Online Go to the Read For Change website. Anywhere you see the word Donate you can click and it will take you to the donate page. In the Search for Individuals section please type in my name and click on it when I come up (fig 1.) Take a look at my page to learn more about why I’m fundraising and what my personal goals are. Once you’re on my page you’ll see a “Sponsor Me” section. You can follow the prompts there and donate with any major credit card directly on the secure site.  (fig 2.) A tax receipt will be sent to you the following February.         (fig 1.) (fig 2.) Other forms of Donation If you receive donations in the form of a cheque or cash please use the Cheque Donation Sheet . Cheques should be made payable to Heritage Christian Online School. Please write legibly! At the end of our Readathon, send the Cheque Donation Sheet  plus the cheques to the school. Please note that cash donations need to be made into a cheque. Heritage Christian Online School 905 Badke Road, Kelowna, BC, V1X 5Z5 If the cheque is over $20 a tax receipt will be issued and sent to you the following February. Tax receipts are not available for cash donations. Student Council The student council will act as the voice of the student body. The council will advocate student ideas, interests and concerns with the school wide community while reflecting the HCOS learner profile of a reflective and adaptable thinker who is inquisitive, discerning and full of wonder at God’s world. They will be an advocate who is responsive to the needs of others, servicing in order to have an impact on a world in need of redemption. Student council positions will be voted on and assigned in September each year. Bi-elections may be held at the end of the semester if there is a vacant position. Members will attend 1 hr bi-weekly meetings Every member of the Student Council is valuable. Members who are not elected into executive positions may get involved with projects and join committees. Mission and Goals Mission To develop innovative Christ-centered educational opportunities for learners to explore and embrace God’s unique purpose ·   Academic Success Engaged Lifelong Learners “leave HCOS having developed the skills and tools to remain discerning lifelong learners” ·   Relationship Intentional Supportive Community “we develop a variety of opportunities for students to connect, to learn together and to build a supportive community” ·   Integrity Authentic Christ Followers “supportive community that prays together, challenges each other and shares life together.”   Goals Understand what it means to be an HCOS student leader and the key traits and behaviours of effective leaders: ·   By learning more about yourself ·   By leading with integrity and prioritizing honesty, ethics and authenticity ·   By developing confidence ·   By communicating effectively, learning to public speak ·   By learning to work with others Student Council Positions President (1) Vice Principal (1) Secretary (1) Treasurer (1) Social Media Manager (1) Indigenous Student Representative (1) Grade 10 Rep (1-2) Grade 11 Rep (1-2) Grade 12 Rep (1-2) General Student Council Member (1+) Requirements Commit to meeting 1 hr bi-weekly with your zoom camera on L earning and education must be taken seriously, you need to maintain your grades Willing to work with others and respect their ideas Willing to build community and belonging; create school spirit Roles and responsibilities:    Role  Responsibilities  President  Chair all meetings of the Student Council according to the procedures agreed upon by Council Be responsible for preparing the agenda for all Student Council Meetings Appoint committees and serve as a support of all Student Council committees. Meet with the overseeing teacher or grad director/assistant grad director whenever necessary to discuss matters pertaining to student affairs Ensure documents are available for head of school Represent the school in inter-school activities as applicable Must have current knowledge of the Student Council finances Perform all other duties that need to be performed by the President of HCOS Student Council Create a list of all duties that are not included in the Constitution, and ensure his/her successor knows their new roles Must adhere to the HCOS Code of Conduct or he/she will be asked to resign the position  Must be a full-time student at HCOS in good standing Vice-President  Assume the responsibilities of the President in his/her absence Assist the president in carrying out the duties of office Assist with the running of Student Council meetings Coordinate with the student council information centre Perform all other duties of a Vice-President Create a list of duties performed from the previous year, and ensure his/her successor understands and receives this list Must adhere to the HCOS Code of Conduct or he/she will be asked to resign the position  Must be a full-time student at HCOS in good standing Treasurer Keep an accurate record and account of all receipts and track the way money is spent in the Student Council. These records must be accurate with the HCOS Business Manager. He/she must also must monthly create a write up of all expenses used by the council. Advise the council on all matters related to money, and ensure the council doesn’t spend more than they have. Perform all duties incidental to this office including counting and submitting deposits to the Business Manager.  Perform all other duties as asked by faculty advisors to support other executives  Must create a list of responsibilities and tasks done throughout the year, and hand it down to his/ her successor Must adhere to the HCOS Code of Conduct or he/she will be asked to resign the position  Must be a full-time student at HCOS in good standing Secretary Keep an accurate journal of the proceedings at each meeting at the Student Council, and ensure that electronic copies of these or distributed promptly at Student Council Meetings  Keep a typed summary of all council Activities for the entire year and ensure that a copy is passed on to the incoming council. Keep a typed record of all members' attendance at all meetings, and all activities put on by the council. Email the week’s meeting minutes to overseeing teacher/director of grad within three days  Be responsible for preparing all outgoing correspondence for the Student Council, filing one copy for further reference Inform the Student Council of all correspondence and file all correspondence received  Be responsible for the upkeep of Student Council Files Perform all other duties incidental to this office Must adhere to the HCOS Code of Conduct or he/she will be asked to resign the position  Social Media Manager Employ strong written and verbal communication skills; Create and plan social content for the school Blog, IG account Coordinate with HCOS staff and students to collect materials and photos to use for content Adhere to HCOS branding, brand awareness If required, collaborate with our HCOS branding team Commit to regular communication through email or zoom Grades 10-12 Representatives (1-2 per grade)  Rotate through in presence during Executive meetings to provide grade-based feedback.  Represent grade to the Student Council.  Possess voting power in Student Council general meetings.  Indigenous Student Representative  Represent the Indigenous Student Body to the Student Council. Possess voting power in Student Council general meetings. Representative is elected by the Indigenous Student Body only General Members at Large Participate actively in all student council activities Will not have voting privileges at council meetings but may participate in discussion. Application for student council. Student Support Resources to support students. Adjudications and Supports for Learning Services (LS) Students Writing Grad Assessments In British Columbia, there are 3 assessments required (Grade 10 Literacy, Grade 10 Numeracy & Grade 12 Literacy). In order to graduate with a Dogwood, this is a provincial requirement, however, when your student decides to write is flexible.  There are generally 2 times that students write: January and June. This is the  Ministry of Education Site for the Provincial Grad Assessment Schedule Each year, Grad students are sent links from the school to sign up for assessments. If your students requires supports when writing, when you sign-up for the assessment, please make sure to identify that your son/daughter has an Individual Education Plan (IEP) in Encom and the requested adjudications (supports) are noted and approved on the IEP.  If you have any questions about the IEP, please speak to your Grad Advisor or Learning Services Consultant. Some of the support/adjudications require advanced arrangements.  Location If your student needs a separate setting, (due to anxiety, using a scribe etc.) you, the parent, are responsible for finding this location (ie. church, library, school). When looking for a place, please arrange to have an adequate amount of time for the assessment to be written and ensure that the location has good wifi.  Invigilator If you are in a separate setting, you will also need to find an invigilator - this needs to be a current or retired teacher (going rate is approximately $120 for 3 hrs). All information for the separate setting needs to be collected and ready prior to registering for the assessment. Timing Assessments must be started between 8 am and 4 pm Monday to Friday  Scribe In-person Scribe: If your student needs a  scribe , you are responsible for finding them and compensating them. A scribe is simply there to write down what your student says and cannot provide any additional assistance. To read the full guidelines regarding scribes from the Ministry of Education, please look here . Speech to Text and Text to Speech: If your son/daughter plans on using  Read and Write : They are NOT required to have a separate space as long as they use their headphones You must use your HCOS email address and the official version of R&W provided through HCOS - please make sure your son/daughter has practiced and is comfortable using this on their own. Please ensure that an account through HCOS has been set up ahead of the assessment. A few other notes: Your student can re write their provincial assessments up to 3 times - the highest score will be taken  Their results are a stand alone score, it does not affect their current English or Math courses  Anxiety and Mental Health Resources for Families Anxiety and mental health impact the education of children and youth, causing distraction, irritability or sleep issues, obsessive or avoidant tenancies, and other challenges. If your child is experiencing challenges, please speak to your teacher or Grad Advisor (GA). They will connect you to appropriate supports within HCOS, whether resources in the Learning Commons ,   Learning Groups like Hello Anxiety or individualized support through Learning Services or Inclusive Education. You can complete the Learning Support Request form if you wish to share more details with your teacher.   This page offers a number of resources that may also be of use to you.  Videos An Effective Approach When Kids Feel Anxious , with Dr. Kendra Read (5 minute video) Understanding Anxiety Webinar for HCOS parents by Julie Bohni (Counsellor) (1 hour) Wired for Connection Webinar for HCOS parents by Julie Bohni (Counsellor) (1 hour) " Motivation " video by an HCOS Student Recordings of Katy Kwon, speaking for ACSIWC Student Mental Health day, October 26, 2021: Session 1 - My Locus of Control Session 2 - Building Resilience Session 3 - I am not a Teacup Talk to a Person  BC Helpline for Children 24-hour support for all BC youth 310-1234 (no area code needed) FoundryBC on Anxiety FoundryBC Anxiety screening tool   FoundryBC recommended Apps and Tools Foundry Virtual Visit App Virtual drop-in counselling sessions by voice, video and chat for young people ages 12- 24 and their caregivers. Call 1-833-FØUNDRY (that’s FØUNDRY with a zero or 1-833- 308-6379 ) START - Short Term Assessment Response Treatment - Fraser Valley Interior Health Crisis Line (for anyone)  1-888-353-2273 Northern BC Crisis Line:  1-888-562-1214 or text 250-563-1214 BC Suicide Line: 1-800-SUICIDE or 1-800-784-2433 Youth Crisis Line: Trained peer support: call 1-888-564-8336 or text 250-564-8336 Island Health - Child and Youth - call 250-519-6720 Free Counselling UBCO counselling - virtual, free and ongoing support Wellness Together Canada - virtual, free, live counselling for adults and youth BC Covid Mental Health Network - free, phone-based, short-term support with a counsellor. Email  bccovidtherapists@gmail.com  to receive an appointment time. BC and Canadian Resources WellbeingBC AnxietyBC Youth Anxiety Canada App: MindShift Canadian Mental Health  - Youth Resources Dealing with Depression Anxiety Canada - My Anxiety Plan BounceBack: For Adults and Youth ThriveLife Counselling & Wellness offers CBT (Cognitive Behavioural Therapy) for the Family: Tools for Life, an online, 9-week, home-based course for families that seeks to reduce anxiety in children. The lesson outline and corresponding course details are available on the registration page . Early Psychosis Intervention General Resources Dwell (app) reads the Bible with time for reflection, calm music, repetition May7iCare - Resources for middle and high school students LilyJo Project Mental Health resources (UK resource) - topics like anxiety, stress, self-harm, eating disorders, abuse Jack.org  #dosomething Youth Mental Heath Advocates   Anxious Toddlers to Anxious Teens Coping with Anxiety for Teens Right Now Media - Compass and Light series HCOS Learning Commons Resources: Curated list of Anxiety and Worry resources on SORA - digital books, audio books Tips to Relax, Manage Anxiety, Get Grounded Create a lower stress home Build a bedtime routine Build resilience Belly Breath with Elmo ; Bubbles with Fish , Mindful breathing , Cocoa Breathing The Parenting Report: Are you Getting all A's? Student Support Centre Student Support Centre (SSC) is a Online-based universal support provided by an EA in Literacy or Numeracy and is offered to students needing assistance in grades 5-12. It is important to note that you do not need a referral for this, you may access the SSC at any point throughout the year.  academic courses - comprehension, higher level thinking, step by step instruction executive functioning (organization, planning, time management) course pacing and accountability navigating Brightspace, Study Forge and Encom building confidence due to anxiety or insecurity motivation How to initiate support Talk to your teacher, LS consultant or GA to set up the first meeting to get to know the EA.  After the first meeting, schedule follow up sessions using the EA's calendly link. Friendly reminder: The student support centre is a universal support and is accessible to all grade 5-12+ students. We ask that you kindly limit weekly bookings to 1-2 sessions and no more than 2 weeks in advance. Should your child need further support, we encourage you to contact the course specialist for booking hours and follow up with your IE case manager, learning support consultant, K-9 teacher or GA. Support is offered via Zoom and students must schedule a meeting time and attend the service. SSC Workshops: Check out the SSC link and the school blog regularly for updates for our free drop-in weekly workshops. Topics change each month, offering students even more learning opportunities to build skills such as proper citation, essay writing foundations, provincial assessment preparation, note taking and more! SSC Education Assistants: The current education assistants will be supporting in Literacy/Executive Functioning: Taryn McPherson and Carlee Bouillon and Numeracy/Science: TBD They are under the supervision of  Allison Miles , IE GA and SSC Coordinator: Taryn McPherson . SSC Bookings: Literacy/Executive Functioning EAs  Support in English, science comprehension/questions, Christian studies, social studies/humanities, written assignments in CLE or CLC, physical education courses, and elective courses such as WEX, music or foods. Math can also be support up to grade 11. Carlee Bouillon Carlee's strengths: essay writing (planning, structuring, drafting), poetry writing and analysis, story writing and analysis, reading comprehension, citing sources, editing, proofing and polishing, pre-calculus 10 &11. Booking Calendar for Zoom: https://calendly.com/carlee-bouillon Please check calendar for availability at this time & Taryn McPherson Taryn's strengths include: goal setting, planning and organizing, scheduling (time management), test preparation, research skills, writing skills and proofing, middle school math and science, upper-level science (life science and some chemistry) Booking Calendar for Zoom: https://calendly.com/taryn-mcpherson/literacy-support-centre Please check calendar for availability at this time Numeracy and Science EAs Support grade 7-12 math, AP math, physics 11/12, chemistry 11/12, accounting 11 Gohar Zakaryan Gohar's Strengths: Coursework support, tech and mathematical device support (eg. graphing calculators), note taking, study skills, test and exam preparation, feedback and score review (how to learn from mistakes and teacher feedback), communication with teachers   Booking Calendar for Zoom: https://calendly.com/gohar-zakaryan/   Please check calendar for availability at this time & Carlee Bouillon (Math 5-11) Booking Calendar for Zoom: https://calendly.com/carlee-bouillon Please check calendar for availability at this time For more information , please look at:  https://grad.onlineschool.ca/resources/student-support-centre   Student Supports at HCOS Families at HCOS have many opportunities and freedoms when shaping their learning environment to best fit their child's needs. They can build learning around the movement a child needs, the best time of day to learn, the topics that interest and motivate them, and projects that showcase their strengths and abilities. Parents can arrange a learning space where their child is comfortable and has the quiet or stimulation they require. Additionally, where needed, families can work with their teacher to set their child up for success by planning for additional time for an assignment or assessment, or agreeing on an alternative way to access information (e.g. through an audio book or video rather than text) or to show their learning (e.g. a presentation rather than an essay). Your teacher may also suggest curriculum options that would better fit your child or family. If a family wishes to communicate more of their learning needs to their teacher or Grad Advisor (GA), they can complete the Learning Support Request Form .  Students at HCOS also have access to a wide array of in-house supports, with little to no cost or barriers, through the Learning Commons or Learning Groups as well as through teachers and GAs.  In-house support options include:  Audiobooks, hi-lo books, read-along or read aloud books available through the Learning Commons . Read&Write (speech to text, text to speech) is available for free, and is a good support for those with reading, written output or organizational challenges. C-pens are available to borrow through the Learning Commons and at Community Connections. The Student Support Center offers online EAs (education assistants) support for literacy and numeracy. AXIS , a faith-based subscription resource with videos that invite conversations on tough topics (anxiety, pornography, divorce etc.) for teens and their families. "Hello Anxiety" and Group Counselling: 6-10 week, counsellor-led options provided through Learning Groups where Grade 8-12 students learn to manage their anxiety. Check out "Virtual Voices" as well! Susan Barton (10 levels) is an Orton Gillingham-based reading program available free through the Learning Commons . Touch-Type Read and Spell , is a good typing program for students with reading & spelling challenges is available for free through the Learning Commons ( request form here ). Dyslexia Games  are a series of consumable therapy workbooks available through the Learning Commons . HCOS also has sensory, behaviour, reading and written output supports available at Community Connections. Online Assessments to evaluate literacy, numeracy and cognitive abilities (DORA, ADAM or Gibson test) are available by speaking to your child's teacher or GA. Learning Support Additionally, your student's teacher or GA has access to a team of supportive Learning Support Coaches (LSCs) who provide specialized advice and insight on student needs.  It typically takes up to a year for students to work through the applicable in-house supports HCOS offers. If your child continues to struggle after their teacher has had time to assess needs and the impact of our in-house supports, your child can be considered for additional professional supports or assessments in their subsequent years with HCOS. We always keep in mind that your primary student supports are an individually-shaped home-learning environment and a strong partnership between invested, well-equipped parents and teachers. Subscriptions and Databases More information is coming soon! We are working on adding a list of all the subscriptions available to families in the coming weeks. Please check back if you don't see one you expected. 4Canoes Description 4Canoes magazine (K - 12) has articles vetted by the indigenous communities about which they were written.  This is considered a very accurate resource. These magazines were printed initially by "Canoe Kids," but wanting to appeal to all age groups, they changed the name to "4 Canoes.”  The number 4 is sacred, so it is culturally relevant. Through Focused Education Resources and the BC Digital Classroom, we now have access to the digital magazines available on the Canoe Kids website.    Categories: Useful for research, with lesson plans and printables. Logging in to 4 Canoes You cannot access the 4 Canoes site directly.  You must go through the Focused Education Resources site to get to the BC Digital Classroom https://focusedresources.ca/en/district-access-iframe .  Scroll down to the icons below.  Select the first available icon, Canoe Kids. Fill in the login page with the username and password found in the Search Portal under the Subs/Password tab. (Use your Encom username and password to log in to the Search Portal.) Scroll down the new page to see all of the resources. Staying Logged In Once you have logged in to one of the resources on the Focused Education page, you can quickly move to another resource title without signing in again. Focused Ed will allow you to move between resources after signing in only once. Each new resource that you open will open in a new tab. Using the Magazines A slider bar or forward arrow underneath the magazine allows you to move quickly from one place to another within the magazine. There is also an arrow in the magazine's middle, far-right, and far-left to turn page by page. There is also a section at the end of some of the articles for "Recommended Resources," which will enhance teaching. Near the end, the "Kids Fun Zone" has activities for use with children.  There are traditional interactive stories and activities to accompany them. Purchase of the Magazines It is possible to purchase the print version of these magazines from Goodminds.com in Ontario using a discount code " ERAC " for a 30% discount. Using 4 Canoes with Primary Students Use stories from the "Teachers' Corner" and pair them with books from the evaluated resources in the Focused Education Resources site.  These are useful for read-aloud times. Look at community resources through bands in your area.  These may give language and story resources for classroom use. It may be possible to find the language of your local bands on online sites.  These can be played in your classroom. There are links on the index page to take you to any article you’d like to access.  There is also a slider bar underneath the magazine, allowing you to move quickly from one location to another. Near the end, “Kids Zone” has activities for use with children.  Traditional interactive stories and activities accompany them–clicking links will take you to further sites. NOTE:  We have permission to print portions of the magazines for family use, just not to print the entire magazine. Axis Description Axis (Gr. 7 - 12) is geared toward building lifelong faith by helping parents and caring adults talk with teens about topics they might not otherwise discuss. Their vision is to see all caring adults equipped with the conversation, discipleship and cultural translation skills needed to reach the next generation for Christ. They began as a ministry offering resources to families and youth workers; several years ago, the ministry morphed into an online one and has since expanded. You will notice that this site does not tell you (or your teens) how to think. Instead, it gives up-to-date information and asks questions, which you may use to open discussion with your students or children. NOTE: Some of the information may be sensitive to specific age groups.  This site is recommended for middle grades and older with the guidance of an adult and/or teacher. Categories: Useful for research and video content. Resource Types Culture Translator Premium The Culture Translator is a weekly email on what's trending in culture and how it affects your teen's world. It will help you stay up-to-date on the music, movies, TV shows, and social media trends impacting your kid's world. This resource is set up to make it easier to start conversations about the issues that matter most to your kids and provide you with Christ-like responses. It doesn't seek to teach you what to think but rather how to think about these topics through the lens of Jesus. They pray that The Culture Translator will help develop empathy in your heart for all the challenges the next generation faces daily. You can sign up for the weekly email or explore past editions here: https://axis.org/resource-category/culture-translator/ Conversation Kits Explore tough topics together through teen-friendly videos that break down barriers and offer keys for deeper conversations. Conversation Kits are recorded presentations meant to be watched with your teen to get them thinking about what truly matters. Find Conversation kits by clicking "Resources for Parents" at the top right of the page or by scrolling down the home page. Parent Guides Talking about issues like smartphones, eating disorders, Snapchat, video games, and sexting with teens can be scary and complicated. But it doesn't have to be! Parent Guides are downloadable PDFs with links to content that will help you understand what your teens face, how to have conversations about them, and how to Biblically disciple them into lifelong faith through it all. Find Parent Guides by selecting "Resources for Parents" from the top right of the page. Podcasts Dive in with parenting experts and take your conversations with your kids to the next level. The Axis Podcast Network provides a learning environment for you in a format that is easy to consume in your busy life. Each episode will invite you into the Axis parenting community and coach you through building stronger conversations with the kids and teens in your life. Find podcasts by selecting "Resources For Parents" at the top right of the home page. Select any podcast title and find many more recent episodes under that title by scrolling down the page. Logging In  Log in to Axis here: https://axis.org/   You do not need to set up an account to use Axis. Log in and enjoy! Using Axis Find out more about Axis by selecting any of the buttons in the top right menu on the home page.   FAQs Find Facts about Axis at the bottom of any page. You can find your way back to the home page by selecting the Axis logo on the top left of any page. BC ExamBank Description BC ExamBank (K - 12) allows students to write online practice exams in core subject areas for all grade levels from Kindergarten to Grade 12.  The ExamBank consists of practice exams in line with British Columbia's curriculum. In ExamBank, students can practice sample tests in their preferred subject area.  They can even concentrate on an individual unit in a course if preferred.  A completed test is automatically marked for the student so they can immediately see where their strengths and weaknesses lie. The test results will also explain how to find the answer. This can help jumpstart the student's learning on questions for which they still need to get the correct answer. The tests are randomly generated from many questions so students can write an exam multiple times for better preparation. HCOS students may access this resource at bc.exambank.com .  As the service is entirely web-based, no software needs to be installed, and it works equally well on Windows, Macintosh, or any other computer system with an Internet connection. Category: Assessment Logging In Log in to the Search Portal and select the Subs/Passwords tab to find the username and password. You do not need to set up an account to use BC ExamBank.   Go to BC ExamBank . 1. Students should NOT log in at the top of the page. Instead, select the grade level. 2. Select the subject. 3. Select the test that you wish to take. 4. This will prompt BC ExamBank to ask you to log in using the username and password found in the Search Portal.  Using BC ExamBank Watch this 4-1/2-minute video to explain how students can use the site BC ExamBank . Find more information and a practice test in the menu under the three lines at the top right of the page. We pay 13 cents for each exam on this site so when you log in, please take a test. Students do not set up individual accounts in BC ExamBank. Students can email their teacher their test results after taking the test. (See the instructions below.) The ExamBank website allows students to begin a new test with just one click rather than retyping the username and password for each new practice session.  We have set the ExamBank site to remember login information for two hours. When a student completes an exam, select submit at the bottom of the page. BC ExamBank immediately generates the answers for the student. Test results explain the way to find the correct answers. This gives a student a jump-start in understanding questions that they answered incorrectly. Assessment for teachers Send test results to your support teacher after the test is submitted and the student has received their results. Scroll to the bottom of the results page and fill in the form to send your results to your support teacher. Select “Send your results.” BrainPOP, BrainPOP Jr, BrainPOP Espanol, and BrainPOP Francais Description BrainPOP (Gr. 3 - 6) offers digital educational content with over 800 topics available, its cross-curricular topics include an animated movie—written with humour in an age-appropriate voice—plus a rich array of supporting features like concept mapping, learning games, playful assessments, and primary source activities. These help build higher-order thinking, cognitive and literacy skills while encouraging reflection and giving students multiple ways to convey comprehension and express themselves.  Following each movie clip, students can participate in quizzes, cartoons, and do-it-yourself experiments, and with the click of a button, send their quiz results to their support teacher. BrainPOP Jr. offers digital educational content for children in Grades K - 3. With over 250 topics, it gently encourages young learners to ask questions and form their own ideas. Each curricular topic includes an animated movie, learning games, concept mapping, and interactive features that help extend key concepts and meet the needs of students with different learning styles. Text is read aloud to facilitate comprehension. BrainPOP Español  and  BrainPOP Français are recommended for grades 4-8.  These are intended for students who speak these languages fluently or are looking to reinforce language skills. Bear in mind they are not language-learning tools. BrainPOP Science is only available for students through the Individual Teacher-led Student Account, not the Shared Account. Please find the BrainPOP Science information on the SOPHIE BrainPOP Science page.  Grades K - 8 Subscription Subject: ADST, Arts Education, Career Education, Language Arts, Indigenous Content, French Language, Math, PE and Health, Science, Social Studies, Music Available to Enrolled and Flex Families Category: Research, Assessment, Lesson plans, Printables, Video content Logging Into BrainPOP There are two account options to sign in with BrainPOP.  Shared Account – All HCOS Enrolled students share this account. All lessons are accessible. Progress is not saved. BrainPOP Science and Make-A-Movie are not available through this account. Find login information in the Search Portal . Individual Student Account – Teachers set up accounts for the students. The student’s progress is saved. Make-A-Movie and BrainPOP Science are accessed here. 1. Shared Account Login Video Tutorial: How to log in to the BrainPOP shared account Log in to BrainPOP at https://www.brainpop.com/ and use the “log in” button at the top right. This is a shared login site. Students’ work is not saved. BrainPOP Science and Make-A-Movie are not available in the Shared Account. Username and Password are found on the Subscriptions page in the Search Portal. Enter them below. Choose the shared school account (Student work is not saved.) by selecting “Keep using a shared account” at the bottom of the screen. You are in! Enjoy using the shared account! 2. Individual Account Login with a Class Code Contact your support teacher to let him or her know you would like this account. Students will receive a class code from their teachers. They will log in at https://www.brainpop.com/.  Student work is saved in this account. Access BrainPOP Science through this account.  Students will choose the “enter code” button at the top right the first time they log in. The students will enter the code that the teacher has given them. Select “Create Account” to set the student up in the teacher’s class. The student will enter their name, create a username and password, and then select “Create Account” at the bottom of the page. Your successful student will see the page below. From then on, the student will log in using the “log in” button at the top right of the page. Next, the student will enter their username and password. Success! Enjoy using your teacher-led individual BrainPOP account. Using BrainPOP Families can choose what subject to work on when opening BrainPOP, or they can enjoy “Today’s Topic.” After choosing a subject, it is narrowed down by selecting topics.  Once a topic is selected, use the BrainPOP resources available to you. BrainPOP Science Description BrainPOP Science (Gr. 6 - 8) is a new, powerful, student-driven science experience. Empower your middle school student to do, discuss, and analyze real science through:  1. Inquiry-based scaffolded investigations ignite student curiosity as they examine phenomena, collect evidence, and check for understanding along the way. 2. Virtual science and engineering practice that is student-led guided discovery while building analytical and critical thinking skills. This is done using 3-D worlds, data manipulations, and simulations. 3. Students learn to use an intuitive claim-evidence-reasoning process to gather, edit, and organize evidence through the investigation process.  4. Gain real-time actionable insights and data into how students are really learning with investigations and unit-level assessments. BrainPOP Science Gr. 6-8 Subscription Subject: ADST, Arts Education, Career Education, Language Arts, Indigenous Content, French Language, Math, PE/Health, Science, Social Studies Available to Enrolled and Flex Families Category: Research, Assessment, Lesson plans, Printables, Video content Logging in  BrainPOP Science is a teacher-led Subscription. You should contact your support teacher to set your student up in a classroom. When logged into your BrainPOP account, you can access BrainPOP Science by scrolling to the bottom of the page and selecting BrainPOP Science from the list of available Subscriptions. Log in at https://www.brainpop.com/science/ .  Choose the “Log in” button at the top right of the page and choose “I am a kid” from the drop-down menu. The first time you log in, choose the “Have a class code?” button in the bottom right of the screen. Enter the code that your teacher has given you. This will enroll you in your teacher’s class. Select “Log in” if your teacher gave you a username and password. Or select “Create Account.” Your new classroom will open up. If your teacher has assignment work for you, it will show up here. The second time that you log in, repeat #1 and 2. Then, enter your username and password and select “Log in.” Using BrainPOP Science Your support teacher will assign work for your student to complete. Follow the instructions and read the information to complete the assignment. Enjoy! Canadian Reader and What in the World? Magazines Description The Canadian Reader (Gr. 3-5) is a classroom-ready current events resource. This publication combines current Canadian events and issues with geography to expand students’ knowledge of Canada while enhancing their ability to read and understand informational text.  Published eight times during the school year (Sept to May), each issue focuses on one of six key reading comprehension strategies – making connections, questioning, visualizing, inferring, summarizing, and synthesizing/transforming – and includes: three news stories written at a level students can understand; detailed literacy-based lesson plans, including ready-to-use graphic organizers and criteria for assessment; a map assignment featuring a region of Canada highlighted in one of the articles; Did You Know? – a non-fiction comic strip featuring background information related to one of the news stories, accompanied by a lesson plan and supporting material. Description What in the World? (Gr. 5 - 10) is a photocopiable current events resource for Canadian students in grades 5 through 7 (Level 1) and grades 8 through 10 (Level 2). It enhances students’ understanding of and interest in current Canadian and international events and issues. This publication addresses numerous curriculum outcomes while saving teachers valuable time. What in the World? is published eight times a year. Each issue focuses on recent top news stories and includes: Four news articles, written at a level students can understand; Relevant background information to enhance understanding of each event or issue; On-the-line, between-the-line, and beyond-the-line questions; Analyzing a political cartoon assignment; Examining a news photo assignment; Crossword; Quizzes; Map assignment; Answer key. Logging In Log in to the magazine here: https://www.lesplan.com/subscribers . You do not need to set up an account to use these magazines. Select “Please log in to view your subscriptions.” Enter the username and password found in the Search Portal under the Subs/Passwords tab and select the "Log in" button. You now have access to issues of Canadian Reader Magazine and the two levels of What in the World? magazine. Using the Magazines The PDF document contains the complete document and cannot be changed. It has helpful information for parents and answer keys at the bottom of the document. The docx document (This is the same as a Word document.) contains only the articles and questions. Students can complete assignments directly in the docx document. You can save both documents to your computer. When printing a copy of the PDF file, please save it to your computer before printing. The “student resources links” button has many supplementary resources. You can toggle between French and English in the screen's top right-hand corner. Currents4Kids and News4Youth Description  Currents4Kids (Gr. 3 - 7) is a Canadian social studies resource and learning tool featuring weekly articles about important news stories. It empowers students to understand and explore current events worldwide.    Description  News4Youth (Gr. 7 - 12) is an online teaching resource that brings current world events alive in the classroom – and outside of it. Your subscription gives you weekly access to a powerful tool with many features. Articles are carefully selected from main, credible news sites such as cbc.ca based on the following criteria: non-sensational, significant within society, and relevant to students and the curriculum. News4Youth avoids articles that could be offensive to some readers or potentially inappropriate for the target age group.  Logging In Access for both Currents4Kids and News4Youth is through an account set up in classrooms. Enrolled and Flex students can access these two excellent resources through their support teacher’s classroom. (Contact your teacher to request set up.) Registered students can access these two resources through margaret.basaraba@onlineschool.ca . (Email her to request set up.) Your teacher or Margaret will send you login information, which you can use to access Currents4Kids or News4Youth . Using Currents4Kids and News4Youth Using Articles Select "Home" from the blue bar to find the articles. Select "Read More" on any of the articles to read the complete story, and see quizzes, etc. 1. Listen to the Article Select the arrow beneath the photo caption to hear the pre-recorded articles read aloud. Select "slow," "normal," or "fast" to set the speed at which you hear the article. 2. Look up the definition of a word To use the dictionary box located in the margin to the left of each article, type the word you’d like to look up in the box. Click ‘Go’. 3. Take quizzes Each article has two quizzes. Both consist of five multiple-choice or true/false questions. To complete the quizzes, click on the ‘Quizzes’ tab underneath the article's title. Students can respond to the questions individually and find their results after completing the quiz. Teachers will see all the questions and possible responses. Students may listen to each segment of the quiz as they read by clicking the arrow to the left of the segment. While taking a quiz, students may go back and reread for information by clicking on ‘View Story.’ Students may also change previously completed answers by clicking ‘Prev.’ They can navigate forward by clicking ‘Next’. When finished, students click ‘Finish’ and then ‘View your results’ in the blue header to see their results. Alternatively, they can click ‘view’ in the table showing their quiz attempt #, date, and score. If students have to stop a quiz, they can select ‘save and exit’ and resume where they left off later. 4. Find Helpful Information Scroll to the bottom of the page to find “help and tutorials.” Scroll down the next page to “#2 Using Articles.” Troubleshooting Don’t set up your username and password to autofill on Currents4Kids and News4Youth. To log in, type in your information. Discovery Education Description The Discovery Education (K - 12) online video library contains over 5,000 full-length educational videos, including Canadian content correlated to Provincial standards.   You can search the library easily to find what you’re looking for.  Discovery Education is an excellent supplement to every student’s education.  There are videos covering a wide variety of topics in arts and music, science, language arts, health, and social studies.  The site includes: Audio Files: Listen to important speeches, music, and other educationally relevant audio files to engage students who learn best by sound. Video: Provide educators with the vibrant, compelling digital media they need to connect with today’s students and enhance classroom learning. Hundreds of Canadian topics, such as: Canadian geography Canadian History Canadian culture Canadian attractions Famous historical figures Video clips and audio files in French, as well as French language instruction Gr. K - 12 Subscription Subject: Arts Education, Career Education, Second Language, English Language Arts, Indigenous content, Math, PE and Health, Science, Social Studies, Current Events,  Available to Enrolled and Flex Families Category: Lesson Plans, Research, Video content Logging In Log in to Discovery Education Streaming Plus.   NOTE:  Be sure you are logging into the Canadian site, or your login will not work. Use the username and password in the Search Portal under the Subs/Password tab. You do not need to set up an account to use Discovery Education. Using Discovery Education Here is a 2-1/2-minute video on Using Search in DE , which will help you find DE's channels and other items.  It will download to your computer and begin playing. I highly recommend watching this as it defines 'channels' and quick lists, etc., and is a brief overview. Use this link to access the “Help Centre” for various topics. Search Discovery Education using the search bar and by subject, trending, or standard. You can also search a collection of resources curated by Discovery Education called “channels.” You can return to the homepage from anywhere in Discovery Ed by selecting the DE icon at the top left of the page. The three blue bars open to a drop-down menu where you can browse standards by province. Troubleshooting You may need to hand-type your username and password into Discovery Education to log in. Enchanted Learning Description Enchanted Learning (Gr. K - 5) provides crafts and activities and is very helpful in preparation for holiday activities. Enchanted Learning® produces children’s educational websites designed to capture the imagination while maximizing creativity, learning, and enjoyment. Ease of use is a hallmark of their material. Children need the most straightforward computer interface. Enchanted Learning material, navigation, and controls are intuitive. Their mission is to produce the best educational material, emphasizing creativity and the pure enjoyment of learning. Subject: Arts Education, Second Language, English Language Arts, Indigenous content, Math, PE and Health, Science, Social Studies Available to Enrolled, Registered and Flex Families Category: Worksheets, Printables, Crafts Logging In Search for Enchanted Learning. Enter the username and password found in the Search Portal under the Subs/Passwords tab. You do not need to set up an account to use Enchanted Learning. Using Enchanted Learning There are many ways to find resources on the EnchantedLearning website. Here are some common starting points: Site Index : Use the site index, which lists the topics covered on the site (like astronomy , geography , K-3 Themes , printable books , Spanish , etc.). Most major topics are listed on the Home Page in a pictorial format, which you’ll see as you scroll down the page. Navigation Bar at the bottom of Pages: A table listing the major topics is listed at the bottom of most pages (but the navigation bars do not appear on the print-friendly versions). Little Explorers Picture Dictionary : Students may find it easier to surf the site using the Little Explorers Picture Dictionary . To find a topic, look it up in the dictionary and click on the picture to go to a page on that picture. For example, to find the topic “dinosaurs,” go to the D Page , scroll down until you find the entry for dinosaurs, and click on the dinosaur. Activity Calendar : To find an activity for each day related to a historical event that happened on that day in history, go to the activity calendar . What’s New Each Day : To see the new pages added to the site, go to our What’s New page. Search Engine : Use our site search engine – there is a link to our search engine at the bottom of most pages or at the top of the home page. Troubleshooting Enchanted Learning often takes two attempts to log in. Don't give up if you enter your username and password and are kicked back to the login screen. Enter the username and password again, and it should open up. EVERFI Description EVERFI (K - 12) covers topics such as digital citizenship, STEM, financial literacy, Health and career readiness. These programs are available to HCOS students at no cost – thanks to a partnership with the Vancouver Canucks! The activities are short, and you can decide which of the available activities are best for your students.  Subject: Career Education, Second Language, English Language Arts, Math, Health, Science  Available to Enrolled, Flex, and Registered Families Category: Research, Video content Logging In Go to https://platform.everfi.net/   1. Select the “Register” button next to “Don’t have an account?”  2. Select the "student" box. 3. Email  margaret.basaraba@onlineschool.ca for the Registration Code. Enter the registration code. 4. Select an age range. 5. Create an account. Enter your information into the form. Your username must be unique. Select Create Account. (Note: Students do not have to enter their personal information. This form gives them a profile on the site.) Students are now looking at the page, within their class, that has all of the courses that they can work through. See the example below of a few of the Elementary courses available.  Once a student is enrolled, they will not need the registration code again but will use their username and password to enter their class. Using EVERFI Canadian Student Scholarship Five scholarships ranging in value from $500 to $1,000 will be awarded this spring to students who submit the entry form and complete at least 3 EVERFI lessons in one or more courses during the 2023 - 24 school year. Deadlines to enter are April 30, 2024 and May 6, 2024 . Winners will be notified soon thereafter. https://everfi.com/k-12/scholarships-contests/ Scroll to the bottom of the page to find the two scholarships that are open to Canadian students. Differentiation EverFi now offers the "Listen" option, in the *NEW* versions of Ignition and EVERFI, which allows students to hear text read aloud to them. Helpful Information Students will need headphones to use the course. The course is compatible with all devices. We recommend using Chrome as a browser if possible. EVERFI suggests you provide time once a week. (e.g. EVERFI Fridays) Set clear module completion goals, dates, and timelines. Relax a bit and learn! Encourage logging on for fun! Explora Canada - Canadian Reference Centre Description Explora Canada (Gr. 8 - 12) supports student research with rich, reliable content and easy-to-use functionality. EBSCO supports learning and instruction using Explora, a modern and efficient research experience designed specifically for schools and public libraries.  Introduction to EBSCOhost Subject: Art Education, Second Language, Indigenous content, Math, PE and Health, Science, Social Studies, Canadian materials Available to Enrolled, Flex, and Registered Families Category: Research, printables Logging In HCOS staff and students will log in with the direct link in the Search Portal under the Subs/Password tab. You do not need to set up an account to use Explora Canada. Information is located below for students who wish to set up a personal account and save their research in Explora Canada. Using Explora Canada EBSCOhost has improved its interface to make searching easier. The new Explora Quick Start Guide has many helpful articles. Research and writing tips for students are found under “ Research Guide ” at the bottom of the left-hand menu. (seen below) The Research Guide has “Topical Topics For Research” to help pick topics for research. The tutorials they recommend viewing are these: Basic Search on EBSCOhost Browsing Subject Terms in EBSCOhost Databases Advanced Search on EBSCOhost Setting up a Personal Account Students may set up their folders in EBSCOhost to save research materials.  For information on how to do this, go to EBSCOhost Student folders . Select “My EBSCO” from the top right corner. Select “Create an account.” Flipster Magazines Description An innovative digital magazine platform (K - 12) that allows for easy browsing of digital magazines Gr. K - 12 Subscription Subject: Art Education, Second Language, Indigenous content, Science, Social Studies, Canadian materials Available to Enrolled, Flex, and Registered Families Category: Research, printables Kayak Magazine New for 2023-24 Kayak magazine is designed to catch the imagination of 7 to 12-year-olds. Every issue introduces children to Canada's fascinating stories and shows them our history in context with today's world! Educational and entertaining, Kayak imparts knowledge of Canada's fascinating history. BC History Magazine Discover British Columbia’s Past! British Columbia History is the British Columbia Historical Federation’s flagship publication, a quarterly magazine chronicling British Columbia’s unique story through the words and images of community writers, archivists, museum professionals, academic historians, and more. Fresh, engaging, personal, and relevant, every issue is packed with articles, photographs, maps, illustrations, book reviews, and insights into local archives. Four issues per year are produced for grades 8 - 12 Teacher Resources Study Guide — Balancing History: Warp Weft Weave: Joining Generations Concepts: Historical Perspectives, Continuity and Change, Cause and Consequence Prepared for: Grade(s) 8 through 12 about the Province of BC Period (s): 1800–present day The focus of the study guide is to encourage students to dig deeper into history to find a quiet or unheard voice. The guide will deepen understanding and knowledge of colonial histories and the current realities of Indigenous People, as well as an understanding of social injustices and discriminatory policies in Canada (including Residential Schools, the head tax, the legal system, disenfranchisement, and internment). ChickaDEE The Full-of-Fun, Hands-On Magazine for Children Ages 6 to 9 Created in 1979, Chickadee satisfies the 6- to 9-year-old’s insatiable thirst for knowledge and appetite for humour. Chickadee acknowledges the growing independence of primary-aged children and fosters their curiosity about and connection to the world around them. Every month, the Chickadee team creates interactive stories, puzzles, animal features, and science experiments to educate and entertain readers. Les Débrouillards A French Magazine for Kids Les Débrouillards, our French language magazine, is interested in everything: nature, the environment, technology, space, the human body, communications, history, the future, etc. Reports, files, various chronicles, comics and a tasty combination of science, games, and humour. Gr. 4 - 9 Features: Illustrated reports on animals, nature, the environment, technology, etc. Fun experiences Illustrated reports on ecology, physical and natural sciences, etc. Cards to collect Comics and games Interactive chronicles This is an excellent way for students to practice their reading in French. Eleven issues per year. Note that there is no publication in August for this magazine. Ranger Rick Jr. Animal Fun for Young Children  RANGER RICK JR. is filled with fun, age-appropriate animal facts, stories, photos, exciting outdoor activities, and lots of games, crafts, and recipes. Great for beginning readers!  Share a love of reading and create a love of nature with Ranger Rick Jr. from the National Wildlife Federation   (geared to kids ages 4-7) “Uniting all Americans to ensure wildlife thrive in a rapidly changing world.” Logging In HCOS and Flex staff and students will log in here with the username and password in the Search Portal under the Subs/Password tab. You do not need to set up an account to be able to use these magazines. The username and password are the same for all five magazines. You can select any magazine to access the content. Using Flipster Magazines Parent Reading Guides  Monthly reading guides recommend ways you can use the magazine to encourage a strong foundation for your child’s literacy development. 10 issues per year. Focused Education Resources - BC Digital Classroom Description Focused Education Resources is a consortium of BC public school districts and independent schools that work together cooperatively. The goal is to ensure that BC K-12 schools can access appropriate learning resources at the best possible price. Within Focused Education is the BC Digital Classroom.  Gr. K - 12 Subscriptions Subject: Arts Education, Career Education, Second Language, English Language Arts, Indigenous content, Math, PE and Health, Science, Social Studies, Current Events Available to Enrolled, Registered, and Flex Families Category: Lesson Plans, Research, Video content See the available resources below. Logging In On Campus Go to this link: https://focusedresources.ca/en/district-access-iframe .  No username and password are required if you are on campus at Flex Academy. You can move easily between the different BC Digital Classroom resources. At Home Go to this link: https://focusedresources.ca/en/district-access-iframe . Scroll down to click on the icon for the subscription you wish to access, and a login page will open.  You will then enter the username and password found in the Search Portal . Once you have logged in to one of the resources on the Focused Ed page, you can easily move to another resource title without signing in again. Focused Ed will allow you to move between resources after signing in only once. Each new resource that you open will open in a new tab. You may see this login area at the top right of the page (Especially on the Nat Geo Kids resource) as you move between resources. You DO NOT need to use this area to log in again. Scroll down the page and begin using the resource. Using the Focused Education Resources Each resource on the Focused Ed page has its own instruction page in the Subscriptions Chapter. The Core Collection includes resources from these vendors: 4Canoes   Gale in Context Gale National Geographic Kids KnowBC myBlueprint (We purchase an expanded version. Find access on the Search Portal.) ProQuest Twig Science (Now available to families) World Book  The a la Carte Collection includes the following resources (Some resources require teachers to set up an account): Idello (This resource is only available to French Immersion schools.) Live it Earth (Your resource teacher or Margaret Basaraba can set up your account.) myBlueprint (We purchase an expanded version. Find access on the Search Portal.)  National Film Board  Teens 101 (Secular site. Please preview items before using them.)  Gale Databases Description GALE Cengage Learning is one of the world leaders in research and educational publishing for libraries and schools. It includes full-text magazine and newspaper articles and articles from over 600 online databases with the up-to-date subject matter. The site includes the following resources: Gr. 8 - 12 Subscription Subject: Arts Education, Career Education, Language Arts, Indigenous Content, French Language, Math, PE/Health, Science, Social Studies Available to Enrolled, Flex, and Registered Families Category: Research, Printables, Audio content Logging In Gale Cengage is accessed through the Focused Education site. Go to the Search Portal and select the Subs/Passwords tab to find the username and password. Select the Subscription that you wish to use and enter the username and password. You may see this login area at the top right of the page as you move between Gale Cengage resources. Do not log in again at the top of the page. Scroll down and begin using the resource. Once you have logged in to one of the resources on the Gale Cengage page, you can easily move to another resource title without having to sign in again. Gale Cengage will allow you to move between resources after having signed in only once. Each new resource that you open will open in a new tab. Using Gale Cengage Advanced Search Limit your search results by using “Advanced Search.” Topic Finder Search a topic such as “First Nations.” “Topic Finder” buttons can then be used to bring up helpful suggestions for further searches. Topic Finder can be visualized as tiles or a wheel. Below is the result of a search for “First Nations.” Resources Select the Gale logo at the top of the page to return to the desktop. Scroll to the bottom of that page to find helpful resources. The Educator Resources tab, seen above, has a great “Research Toolkit” with many “tip sheets” to help your student fine-tune their research skills. Differentiation Note that each article has an icon which will indicate the content level and Lexile measure, and the Advanced Search offers search by Lexile measure.  E.g. Once you have a list of search results in advanced search, you can limit your search by content level from the navigation on the left side: Using the "Tools" menu above the text, students may choose to translate the article into any one of many languages., change font size, or access the "Listen" toolbar. The "Listen" toolbar allows articles to be read aloud or downloaded as an .mp3 audio file.  This toolbar has a 'gear icon,', which opens up the option to highlight words and sentences or change the colour of the text.  There is the option for "Enhanced Text Visibility", which is helpful for students with autism.  The speed at which the article is read can be adjusted, as well as automatic scrolling and popups. Learning a new language? Once you have opened a document, the translate button will allow a student to pick a different language in which to read a document. Once the language has been chosen, the student can choose the "complete translation" button. This allows the speaker button to be used to hear the document in the language that has been chosen. Each word is highlighted as it is spoken. This could be very useful when learning a second language. Then, a student can use the gear button to slow down the audio for easy listening. Gizmos Description Gizmos are interactive math and science simulations. Over 475 Gizmos aligned to the latest standards help educators bring powerful new learning experiences to students.  Gizmos use an inquiry-based approach to learning validated by extensive research as a highly effective way to build conceptual understanding.  Gizmos meets the requirements of inquiry-based learning as described in the new BC curriculum. Gr. 3 - 12 Subscriptions Subject: Second Language, Math, Science  Available to Enrolled and Flex Families Category: Lesson Plans, Assessment, Video content Logging In Gizmos is set up with classrooms that students can sign into and work in independently. Their work is saved, and support teachers can see their accomplishments. Gizmos requires class codes to log in, so please email margaret.basaraba@onlineschool.ca for help. Using Gizmos When your student is in their class, helpful articles are to the right of the Gizmos. Select “Launch” to begin using a Gizmos. When your Gizmo opens, you will see “lesson info” and the arrows to select to make the Gizmo fullscreen in the top right-hand corner. (Select the escape button to change back from the fullscreen.) Selecting the “Lesson info” drop-down menu will make the “student exploration sheet” available. This sheet teaches your student how to use the Gizmo. If you open the Word document and save it to your computer, your student can answer the questions directly in the document. You will also see the “vocabulary sheet” and “Full lesson info” buttons. Assessments Assessment questions are below the Gizmo when it is not in fullscreen mode. Scroll down to see them. Assessment questions can be answered while the student is working through the Gizmos.   When you are logged into your Gizmos account, you can open the links below. Gizmos are available in the French language.   Gizmos are available in the Spanish language. For families wishing to use Gizmos with K-2 students, here are some suggestions from the Gizmos staff: Science-Gizmos-for-Grades-K-2 (Word document to download onto your computer) Science-Gizmos-for-Grades-K-2 (.pdf file you can open and view online) Math-Gizmos-for-Grades-K-2 (Word document to download onto your computer) Math-Gizmos-for-Grades-K-2 (.pdf file you can open and view online)   Grammarly Description  Grammarly is an American cloud-based typing assistant. It reviews spelling, grammar, punctuation, clarity, engagement, and delivery mistakes in English texts, detects plagiarism, and suggests replacements for the identified errors. It allows users to customize their style, tone, and context-specific language.  Grammarly helps you write mistake-free in Gmail, Facebook, Twitter, LinkedIn, and any other app you use. Grammarly works on 500,000+ websites and applications. Even in text messages! Write more correctly in seconds. Grammarly for Chrome improves grammar, clarity, and more as you write on your favourite sites. Gr. 8 - 12 Subject: Language Arts, Languages Available to: Enrolled/Flex/Registered Students Category: Universal Supports Logging In Student Sign-up information in SOPHIE. Using Grammarly Grammarly Webinar from October 12, 2023 Grammarly Introductory Training Video (10 min.) Grammarly requires a school-provided Google account to access it. Google accounts provided by the school are exempt from Google's ads and tracking policies. More information is available on the form before submitting.   HearBuilder Description HearBuilder The HearBuilder Collection is a suite of software for PreK to eighth-grade students that provides systematic instruction in basic concepts, following directions, phonological awareness, sequencing, and auditory memory. Available online or on CD-ROM, it includes four award-winning software titles: Following Directions, Phonological Awareness, Sequencing, and Auditory Memory. The HearBuilder Collection online edition gives students access to research-based, interactive programs via any internet-connected computer enabling students to use the software in the classroom, media center, computer lab, and at home. Each title in the collection offers multi-level activities with progress monitoring reports for educators and administrators to track individual student progress and usage and progress across grades, subgroups, or schools.  Grades K - 8 Subjects: Language Arts Available to: Enrolled, Flex, and Registered Students Logging In HearBuilder has a limited number of seats. Please check with your teacher before filling out the registration form below. https://forms.kccnet.ca/view.php?id=547468   Using the link below, enter your username, password, and the login code given to you. Select “Login.”  https://my.hearbuilder.com/student/login.aspx   Using HearBuilder Once logged in to HearBuilder, choose one of the four programs to work in. Select the Home button in the top left corner to return to the home screen.   Use the Hearbuilder app on an iPad when connected to the internet. KnowBC (Home of Encyclopedia of BC) Description KnowBC is the leading general reference site for BC. It brings together many resources, including the Encyclopedia of BC, which contains some 4,000 articles and 1,000 pictures about the Canadian province of British Columbia.   Gr. K - 12 Subscription Subject: Indigenous Content, Social Studies, Science, ADST Available to: Enrolled, Flex, and Registered Students Category: Research, audio and video.  Logging In Go to this link: https://focusedresources.ca/en/district-access-iframe Select the KnowBC icon. KnowBC will ask you to enter the HCOS username and password. Find your username and password by going to the Search Portal , logging in and selecting the Subs/Password tab. Enter them in the boxes provided and select “Login.” You are now in KnowBC, where there are a multitude of resources directly related to British Columbia. Using KnowBC Use the search bar on the left side of the page and select “Searching KnowBC” to find a list of links for the many resources that are available to you through KnowBC. Use the green bar on the top of the home page to find the resources listed there. Use the advanced search button on the top right of the page to search multiple resources at once. Learn360   Description  Learn360 is the ultimate streaming multimedia resource for K - 12. Teachers, students, and parents can access about 200,000 media resources on any internet-enabled device anytime, anywhere. Engaging content landing pages make it easy to find the wealth of videos, interactives, printables, audio content, maps, flags, and more. More than 600 top educational providers provide its media resources. It is a powerful tool for blended instruction and project-based learning. The entire site and all landing pages can be filtered by grade level for targeted browsing.  Gr. K - 12 Subject: Career Education, Christian Studies, Indigenous Content, Second Language, Math, PE and Health, Social Studies, Science, ADST. Available to: Enrolled, Flex, and Registered Students. Category: Research, audio and video, printables, interactives. Logging In You do not need to set up an account to use Learn360. You can log in to Learn360 by going to the Search Portal , selecting the Subs/Password tab and using the Learn360 link, username, and password. If you still wish to set up a personal student account, email  margaret.basaraba@onlineschool.ca for the student passkey. Using Learn360 When you enter Learn360, the main menu is along the top bar. Learn360 is very easy to search.  Select the Learn360 logo to return to the desktop from anywhere in Learn360. Topic centers pull together many resources found in Learn360 for a given topic. This makes finding resources much easier. Bread crumbs along the top as you search make it easier to go back to previous information. You can simplify your search by selecting the three lines to the left of the Learn360 logo. Choose your grade level there. Learn360 will keep your grade level setting as you search for new topics. You can save research information by selecting the icon next to “Hi Heritage” and then selecting “My content” from the drop-down menu. Create a folder, give it a title, and save your items in the folder. Technology & Programs Google Workspace for Education Google Workspace for Education accounts are available for HCOS students in Grades 5-12. Google Workspace for Education is a set of Google tools aimed at helping students build skills in collaboration, critical thinking, and creativity while keeping learning engaging and safe. Starting in Grade 5, students will have access to tools such as Google Docs, Google Slides, Google Drawings, and Jamboard to help them develop digital literacy and executive functioning skills while sharing their work with their teachers (support, CC+, online) and classmates. Students will be able to create a portfolio of their work over time and see the progression of their learning and growth, while building essential digital skills that will equip them for their high school years and beyond. Google requires parents consent to the creation of accounts. Before we can create an account, we need parents to fill out this form: https://hcos.ca/us-signup . This form includes the Google Workspace for Education Notice to Parents and Guardians, explaining how Google Workspace for Education accounts are treated differently than regular Google accounts. Specifically, Google exempts these accounts from the typical advertisement and scanning that occurs with regular accounts. For additional training, we encourage students to enroll in the Skills for Online Success ADST module to participate in lessons on how to navigate and use Google Workspace tools. Click here to read the full Google Workspace for Education Notice to Parents and Guardians. HCOS Google Workspace for Education student accounts will be firstname.lastname@student.onlineschool.ca For example, Suzy Smith would be suzy.smith@student.onlineschool.ca After completing the sign-up form , you will receive an email with your username and password to access your Google Workspace account. Families can update student email addresses to the Google Workspace email in Encom by following the steps listed under "Setting Up A Student Account" on this page . We look forward to partnering with you through upholding our core value of flexibility and ensuring these tools align with your family’s digital literacy goals. If you have any questions about Google Workspace for Education with middle school students at HCOS, please reach out to our Director of Middle School Instruction . Grammarly for Students In order to support our students' ongoing development as writers, HCOS is making Grammarly available to all students. To sign-up please use the Universal Supports form. Grammarly provides numerous benefits to support students as they develop their writing skills.  Immediate Feedback Improves Writing Suggestions and corrections in real-time, while students are engaged in the assignment, takes advantage of teachable moments.  Increasing Confidence and Enjoyment of Writing As students learn the patterns and corrections they most commonly experience, they can adapt grow more confident in their writing.  Transparent and Accurate Practices Citation assistance will help students develop best practice approaches when using external resources for assignments. Important Note Grammarly is recommended for students in Grade 5 and up. Please speak with your teacher about whether or not Grammarly is a fit for your children prior to signing up. Sign-Up and Questions Grammarly is available to all HCOS students. Parents of HCOS students can sign up using the Universal Supports form. Please consult with your teacher if you wonder if this might be a good tool for your student. Any technical questions related to Grammarly can be directed to tickets@onlineschool.ca . Grammarly requires a school provided Google account to access it. Google accounts provided by the school are exempt from Google's ads and tracking policies. More information is available on the form prior to submitting. For Flex Academy students, please contact Bri Dyck , Director of Flex Academy. Please do not use the Universal Supports form. Tutorial Videos from Grammarly Introductory Training video (9:55 mins)  A quick overview of the tools so you can get the most out of this subscription. Grammarly Editor User Guide  An article on how to use Grammarly's web-based editor to create, upload, and edit your documents. Guide for Google Docs  How to add Grammarly as a browser extension in Google Docs.  Citation tools  How to use the browser extension as a free auto-citations feature. Installing and Using Read&Write Written Instructions Written Instructions for installing Read&Write in your Google Chrome Browser Video Instructions Brief Description of Read&Write from HCOS' point of view Downloading Chrome Logging into Chrome with HCOS Student Account Adding the Read&Write Extension Google Drive - part of your HCOS Account /li> Basic Functions of Read&Write Check It Word Prediction Dictionary (can read aloud) Picture Dictionary Text-to-Speech Tools Screenshot Reader Audio Maker Web Search Screen Mask (for students with visual tracking issues or Irlen syndrome) Talk&Type Translator Highlighter, Clear Highlights and Collect Highlights Vocabulary Voice Note Practice Reading Aloud Quick Reference Chat - might be worthwhile printing Video recorded May 8th as part of pilot training with some HCOS teachers.  Please watch if you want  more in-depth training to support your child/student. Documents from the training Agenda Key Tools Installing and Accepting Permissions for Read_Write for Google Chrome Snapverter Overview Key Tooks for Specific Needs Let's Get it READ! Quick Reference Guide Handout for Training Tool Usage Guide How To Survive the First Morning of Daylight Savings Time OCR - sample document Links to further Support - reference in training video above Tech Support -  http://support.texthelp.com Video Support -  http://bit.ly/RWGoogleVideos Training Portal:  https://training.texthelp.com Read&Write is also known as Google Read and Write Using Read&Write with Provincial Assessments For students who are wanting to use Read&Write for their Provincial Assessments. Please contact Allison Miles ( amiles@onlineschool.ca ) to notify her that you plan on using Read&Write so we can ensure we are prepared for your assessment date. Ensure Read&Write is installed as an extension of your HCOS Chrome Account (must be a HCOS account) Here are video instructions for use of Read&Write . The provincial assessments, HCOS Chromebooks are provided. You will need your HCOS Google Login for the exam. eg. firstname.lastname@student.onlineschool.ca Password for your @student.onlineschool.ca account Turn on the Chromebook marked Read&Write (please ask the invigilator for one of these Chromebooks) Use your firstname.lastname@student.onlineschool.ca account/email address 6. Use your password from your firstname.lastname@student.onlineschool.ca 7. Your Chrome browser will open. It may take several minutes for your existing extensions to install. Read&Write will install if you had it installed on your home computer with your HCOS account. You can also click here to install the extension .    8. Once logged in and your HCOS Chrome Browser has updated the Extensions, please go to this page for the Assessment and click on the " Secure Accomodations ".  For practicing click on " Accomodations Samples ".   What is Read&Write? Read&Write is a support tool HCOS is providing for students who can use this as universal support. What is Read&Write? Read&Write is a Google Chrome browser extension that allows students to use many different tools such as Text to Speech, Vocabulary, Picture Dictionary, Note Taking, Text Prediction, Screen Masking, Hover Speech, Talk and Type, Practice Read Aloud, and more. How do I get Read&Write for my enrolled students? To get Read&Write, students need an HCOS Google Workspace account and adding the Read&Write extension in Google Chrome. To request an HCOS Google Workspace account and access to Read&Write, please complete the Universal Supports Signup Form . For instructions on installing and using Read&Write, please follow this link. Using Adobe Creative Cloud Once your teacher has requested an account and provided you with the login information you can follow the steps below to get started. Download the Adobe Creative Cloud App from https://creativecloud.adobe.com/apps/download/creative-cloud Once installed, students select Google as the login method and use the account provided  After successfully logging in they will see a listing of programs that may have a Request Access button. Please click on the button for the program you want to install to activate and install the app. If you run into issues or would like a hand, please email tickets@onlineschool.ca and one of our support team will be happy to help walk you through the process. Zoom ‘How To’ Basics for Families - Get the Most out of Zoom! Introduction It is helpful and even necessary for some of our programs within HCOS to meet and chat virtually. Your child may meet with their teacher online or want to send a quick text message. Traditionally, many of us have used Skype to do this, but in recent years we have transitioned to a new resource called Zoom. One advantage of Zoom is that you can join a meeting through a link that the host will provide, even without installing the app, although installing the app does allow you to use many more helpful features, particularly the instant text messaging. See the section below on installing the app for more information. There are excellent  tutorials on the Zoom website , but we have outlined a few key features here as well. Joining a Meeting Your teacher may provide you with a link to join a meeting, or perhaps your program has weekly class meetings. The link will look something like this: https://onlineschool.zoom.us/j/432###998 but with a different number combination. If this is the case, you can simply click on the link and your computer should open a new window and automatically connect you to the meeting "room." You may receive a message that you are waiting for the host to open the room, but as soon as the host has done so, you will see a window open like this:  Keep in mind that Zoom will automatically search for your speakers and microphone and if these connect, you may hear conversation and that others in the meeting may hear yours. If you are having a serious conversation with your cat, everyone in the meeting room may be hearing it as well! If your speakers and microphone or video do not automatically connect, you may need to click Join Audio at center left: You may even need to move your mouse over the Zoom window to bring up the task bar along the bottom then click the up arrow beside the microphone or video icons and select the correct speaker, microphone, or camera. You can also mute or switch off your camera here. To view the meeting participants (it reads "Manage Participants for the host, so just look for "Participants") by clicking on the buttons on the task bar along the bottom of the meeting window.  This task bar may be hidden . If so, just move your mouse over the Zoom Meeting Window and the task bar will appear. You will see controls to mute or select microphone and speaker at bottom left, as well as control your video camera. You can also share your screen using the green rectangle button here, or the Share button in the middle of the window. One you have clicked on Participants and Chat you will see a panel on the right side of the meeting screen. We recommend keeping these panels open throughout the meeting. Meeting Text Chat Zoom Group Chat in meetings allows participants to text chat during the meeting, either to the whole group, or by private message to just one person.  Important note: If you private message someone or receive a private message, your text chat will remain on private until you click Everyone again.  Participants Panel If you hover over your own name in the list of participants, you can switch your microphone or camera on or off. Click on more, and you will see additional options including Rename. Your host also has these options for participants. Sharing Screen Sharing screen offers a variety of functions, but please don't share without asking first. When someone shares screen, it sort of takes over what all participants see, and goes to full-screen size by default. To minimize this, double-click anywhere on the screen. End or Leave Meeting Leave Meeting is on the lower task bar in red or can be accomplished using the black arrow top right, and when clicked on, you can leave the meeting. Your host may also end meeting for all. If you choose to install the app One major advantage to installing the free Zoom app is that it allows you to add contacts then use instant text chat messaging. This is a convenient way to contact your teacher for quick questions if they use Zoom as their primary messaging service. Some still prefer Skype but they will let you know, either way. If you wish to install the app, go to Zoom.us  then click on the blue button at top right, "SIGN UP, IT'S FREE" and follow the steps. Once you have completed the installation and opened the app, you will see your main control panel that looks like this:  You can add contacts by sending requests by email from the Contacts tab button on the bottom task bar. Truth & Reconciliation Week Truth and Reconciliation Week Introduction On Monday, October 2, we will observe the National Day for Truth and Reconciliation, which has been implemented in response to the recommendations from the 2015 Truth and Reconciliation Commission Calls to Action . As a Christian community we are united in our desire to bring reconciliation and hope to those who are hurting, as was modelled by Jesus Christ (Matthew 11:28-30; 2 Corinthians 5:18-19). We believe this is an excellent opportunity for our students to walk out the HCOS biblical attribute of restoration . The description reads, “Students will become aware of the call to be compassionate peacemakers, and to be participants in God’s mission to bring about the restoration and reconciliation of all things according to His intention for creation.”  During this time of reflection on our history as a nation, our team has assembled a list of resources t o help support your family as we all work towards healing and reconciliation.  As our community takes a pause to observe the National Day for Truth and Reconciliation, it is our prayer that you and your family will find opportunities to help fulfill God’s mandate of restoration. Resources Learning Commons Resources  Website Resources How the Church is Responding Choose Your Own Adventure: Indigenous Resources Menu Learning Commons Resources HCOS Learning Commons Resources How do I find resources on Indigenous Peoples on the Learning Commons website? On the main menu find Resource -> Gr K-9 Resources Index.  Choose a grade level. On each page, you will find a breakdown of sub-topics including an Introduction, correlations, lesson plans and web links and thematic content related to the Indigenous calendar. For more on how to discern conversations you may want to  watch this  video  by Monique Gray Smith as she shares applicable resources for different grade levels. Learning Commons | Selected Books These books have been selected as a conversation starter on the topic of Residential Schools.     Primary (K-Grade 5):    Shi-shi-etco and Shin-chi’s Canoe are beautiful, award-winning picture books written by  Nicola L. Campbell. They share the poignant journey of a young sister and brother as they prepare to leave their family and attend residential school.  My Heart Fills with Happiness by Monique Gray Smith.  This beautiful board book is for our littles to serve as a reminder to reflect on and cherish the moments in life that bring us joy. When I Was Eight by Christy Jordan-Fenton is based on the bestselling memoir Fatty Legs but for younger readers. Olemaun is eight and knows a lot of things. But she does not know how to read. Ignoring her father’s warnings, she travels far from her Arctic home to the outsiders’ school to learn. The nuns at the school call her Margaret. They cut off her long hair and force her to do menial chores, but she remains undaunted. Her tenacity draws the attention of a black-cloaked nun who tries to break her spirit at every turn. But the young girl is more determined than ever to learn to read.  Amik Loves School: A Story of Wisdom by Katharena Vermette.  Amik tells Moshoom about his wonderful school. Then his grandfather tells him about the residential school he went to , so different from Amik's school, so Amik has an idea... Amik Loves School is one book in The Seven Teachings Stories series. The Seven Teachings of the Anishinaabe—love, wisdom, humility, courage, respect, honesty, and truth—are revealed in these seven stories for children. Set in an urban landscape with Indigenous children as the central characters, these stories about home and family will look familiar to all young readers. Middle School (Grade 6-9): When We Were Alone by David Roberston & Julie Flett - This lovely picture book captures the innocence and curiosity of a young Cree girl who notices the differences between her grandmother and herself.  As she asks questions her grandmother shares her experiences in a residential school when many of her traditional cultural symbols were removed. Not My Girl by Christy-Jordan Fenton & Margaret-Pokiak Fenton - Margaret can’t wait to see her family, but her homecoming is unexpected. Based on the true story of Margaret Pokiak-Fenton and complemented by evocative illustrations, Not My Girl makes the original, award-winning memoir, A Stranger at Home, accessible to younger children. It is also a sequel to the picture book When I Was Eight. A poignant story of a determined young girl’s struggle to belong, it will both move and inspire readers everywhere. White Raven by Teoni Spathelfer & Natassia Davies - All grown up with a family of her own, Little Wolf moves from the big city to the island of her ancestors. She wants to share the beauty and mysteries of nature with her children, and she wants them to learn as much about their culture as possible. One day, Little Wolf's mother, White Raven, visits and begins to tell her grandchildren stories from her own childhood. But the stories are not happy ones. As a child, White Raven left her family to attend St. Michael's Residential School in Alert Bay, BC. While there, she experienced hunger, loneliness, shame, and isolation from her language and her culture. Even years later, as a grown woman and Elder, she has nightmares about her time at the school. But by sharing her story with Little Wolf and her grandchildren, White Raven begins to heal and brings the family closer together. Through simple, heartfelt text and vivid illustrations that combine contemporary and traditional Indigenous motifs, White Raven is an engaging teaching tool as well as a relatable narrative about the impact of intergenerational trauma on families. Based on the author's own life and her mother's residential school experience, the central message of this book is one of healing and family unity. Fatty Legs by Margaret-Olemaun Pokiak-Fenton - This powerful story is about an eight-year-old Inuvialuit girl standing up to the bullies while keeping her Inuit spirit intact. This takes place in a residential school in the far North. Dear Canada: These are my Words: The Residential School Diary of Violet Pesheens - Acclaimed author Ruby Slipperjack shares a haunting novel about a 12-year-old girl’s experience at a residential boarding school in 1966.  In her notebook, she records all of her worries, heartbreaks, and memories. But maybe there is hope at the end of the tunnel! My Name is Seepeetza by Shirley Sterling - At six years old Seepeetza is taken from her happy family life to live as a boarder at the Kamloops Indian Residential School where she manages to find some bright spots to make her school life more bearable. High School (Grades 9-12): Speaking Our Truth by Monique Gray Smith - Acclaimed Indigenous author Monique Gray Smith shares the stories of survivors and listens to allies who put the findings of the Truth and Reconciliation Commission into action. Truth and Reconciliation in Canadian Schools by Pamela Rose Toulouse - This book is for all teachers and families who are looking for ways to respectfully infuse residential school history, treaty education and Indigenous perspectives and contributions.  The author shares a holistic approach that facilitates relationship building The Reason You Walk by Wab Kinew (Grade 12 ) - When his father was diagnosed with terminal cancer, Winnipeg broadcaster and musician Wab Kinew decided to spend a year reconnecting with the accomplished but distant aboriginal man who'd raised him. The Reason You Walk spans 2012, chronicling painful moments in the past and celebrating renewed hopes and dreams for the future. As Kinew revisits his childhood in Winnipeg and on a reserve in Northern Ontario, he learns more about his father's traumatic childhood at a residential school. An intriguing doubleness marks The Reason You Walk, referencing an Anishinaabe ceremonial song. Born to an Anishinaabe father and a non-native mother, he has a foot in both cultures. He is a Sundancer, an academic, a former rapper, a hereditary chief, and an urban activist. His father, Tobasonakwut, was a beloved traditional chief and a respected elected leader who engaged directly with Ottawa. Internally divided, his father embraced traditional Native religion and Catholicism, the religion shared with him at the residential school where he experienced abuse.  In a grand gesture of reconciliation, Kinew's father invited the Roman Catholic bishop of Winnipeg to a Sundance ceremony where he adopted him as his brother. Kinew writes affectingly of his struggles in his twenties to find the right path, eventually giving up a self-destructive lifestyle to passionately pursue music and martial arts. The Reason You Walk is a poignant story of a towering but damaged father and son journeying to repair their family bond. Both lighthearted and solemn, Kinew gives us an inspiring vision for family and cross-cultural reconciliation and a broader conversation about the future of First Nations peoples. The Truth About Stories by Thomas King - Beginning with a traditional Native oral story, King weaves his way through literature and history, religion and politics, and popular culture, elucidating North America’s relationship with its Native Peoples. Indian Horse  - Saul Indian Horse is dying. Tucked away in a hospice high above the clash and clang of a big city, he embarks on a marvellous journey of imagination back through the life he led as a northern Ojibway, with all its sorrows and joys.  With compassion and insight, author Richard Wagamese traces through his fictional characters the decline of a culture and a cultural way. For Saul, taken forcibly from the land and his family when he's sent to residential school, salvation comes for a while through his incredible gifts as a hockey player. But in the harsh realities of 1960s Canada, he battles obdurate racism and the spirit-destroying effects of cultural alienation and displacement. Indian Horse unfolds against the bleak loveliness of northern Ontario, all rock, marsh, bog and cedar. Wagamese writes with a spare beauty, penetrating the heart of a remarkable Ojibway man. Called " An unforgettable work of art." in The National Post. How the Church is Responding Here are some sample church teachings where pastors have partnered with Indigenous communities to help build bridges towards reconciliation. Living Waters Church Series: We Are Kwantlen Happiness: 7 Traditional Laws Humbleness: 7 Traditional Laws North American Baptist Conference Let the Sermon Be Interrupted: The Church, First Nations, and Reconciliation North Shore Alliance Church Listening to Our Indigenous Friends Canadian Baptist International Walking Together in a Good Way—Moving Toward Wholeness Article Ministries Grace Baptist Church How Should a Christian Respond to Canadian Injustices Against Indigenous Peoples Jericho Ridge Community Church In Search of Both Truth and Reconciliation Article Prayers and Liturgy  Canadian Catholic Indigenous Council Mission Creek Alliance Church These are only a few samples, however many churches are doing great work in this area. We would encourage you to ask your local churches how they are engaging with Indigenous partners in your local community.  Website Resources Truth and Reconciliation Week Truth and Reconciliation Week 2023 is a national program open to all schools across Canada. This year, our theme is “Remembering the Children”. Join us as we memorialize the children lost to the residential school system and honour Survivors and their families. Learning and commemorating the truth of our history from First Nations, Métis, and Inuit knowledge keepers is an important part of the path to Reconciliation. This year includes an expanded program with age-appropriate material for students in grades 1 through 12. Days 1 to 3 feature pre-recorded videos and a live Q & A session. On September 30, students will be able to view a live televised broadcast for Orange Shirt Day from their homes.  An accompanying resource to this,  is the magazine Remembering the Children published by National Centre for Truth and Reconciliation. This resource offers a way to begin conversations with students and is intended for grades 5-12.  Canadian Geographic’s Education Indigenous Resources The  Can Geo Education website  contains resources to support education as a tool for reconciliation. Students can interact with Google Earth Voyageur stories to learn about Canada’s residential schools, original place names, and Indigenous cultural heritage. Other resources include  Paths to Reconciliation , a website charting residential schools not yet recognized by the Canadian federal government, and  Re:Location , an interactive website to learn about the history of Indigenous community relocation across Canada. Create to Learn Create to Learn  is a video-based resource featuring online tutorials on digital skills and traditional knowledge using digital tools. All videos and resources are created by First Nations, Métis, and Inuit artists and creatives to showcase their skills. Topics include: Health & Well-Being Writing Video & Film Visual Arts Game Design Drones Music & Songwriting Entrepreneurship & Design Photography & Photoshop Cultural Teachings Whose Land Explore the  Whose Land website  to learn about the territory your home or business is situated on, find information for a land acknowledgement, and learn about the treaties and agreements signed across Canada. Educational videos are available to watch, that will give you a better understanding of why land acknowledgements are important, and the way Indigenous people view their relationship to land. The app consists of six different maps of Indigenous territories, Treaties, and First Nations, Métis, and Inuit communities. Each community's location will eventually host a land acknowledgement video, and other information that the community would like to include on their page. The website showcases lesson ideas for students across Kindergarten to Grade 12: K-Grade 5 lesson plan Grades 6-9 lesson plan Grades 10-12 lesson plan National Day for Truth and Reconciliation Each year, September 30th marks the National Day for Truth and Reconciliation and Orange Shirt Day . Orange Shirt Day is an Indigenous-led grassroots commemorative day intended to raise awareness of the individual, family and community inter-generational impacts of residential schools, and to promote the concept of “Every Child Matters”. Additional Resources Promise Keepers Canada— A Somber Summer Article Vancouver School of Theology— Every Child Matters by Ray Aldred Legacy of Hope— Where are the Children? Truth & Reconciliation Commission Reading Challenge Tuition & Resources HCOS Tuition & Resources This page provides information and details regarding tuition & curriculum resources at HCOS. On this page you will find: Tuition at HCOS: Why It Exists Tuition, Tuition Assistance & Resource Budgets K-9 Community Connections (CC) & CC+   Grad Program Cross-Enrollment Home School Registered PO Spending HCOS Forward Together Bursary Campaign Please note that the structure below is subject to change as we work to provide flexibility and reduce family impact over time wherever possible. Tuition at HCOS: Why It Exists In May of 2020, the Ministry of Education cut Independent Distributed Learning (DL) funding by 21%, or $793 per student. This resulted in significant challenges to an already lean school budget. Our amazing teachers and staff sacrifice financially to work for an Independent DL school, which is one key reason we have been able to provide IDL education without adding a tuition to the out-of-pocket expenses you already incur as families. However, in order to continue providing the services that HCOS does, this reduction in funding resulted in the need to make adjustments. Here is how HCOS is making up the reduced funding amount: Tuition charges have been instituted. Resource budgets have been reduced.  Significant internal cuts to all areas of the school’s operation. The focus was on efficiencies in processes and staffing rather than items that would impact the programming or resources available for students. Tuition, Tuition Assistance & Resource Budgets HCOS strongly believes in providing flexible options to families. We recognize that paying tuition to home educate is difficult. HCOS is committed to keeping this as minimal as possible and looking for opportunities to reduce or eliminate this impact where we can. We are also committed to pursuing additional revenue streams in order to decrease family impact over time. Our community is our priority. In determining internal cuts and family impact, we focused on ensuring students still have access to the support and guidance from our excellent teachers, grad advisors, administration and educational assistants. Resources like online subscriptions and learning commons kits and books are available to help reduce the cost of purchasing additional curriculum.  K-9 Tuition & Resource Budget Tuition Amount (per student) Resource Budget (per student) $200 per year or $20 per month $600 Tuition is charged only for the first three K-9 children in a family. The fourth child and on are free. One-time payment releases full resource budget amount immediately. Monthly payment option available through pre-authorized debit (paid September to June) releases $350 initially and the remaining amount after first payment. Tuition is non-refundable. Available for third-party or internal spending. K-9 Tuition Assistance Options Home educating already requires financial sacrifice. In order to ensure access for all students, regardless of finances, we provide two assistance options: $0 Tuition Option Bursary Option No application necessary. Simply select this option. $0 tuition $350 Resource Budget ( Available for third-party or internal spending ) Apply for a bursary. This process will be simple and non-invasive. Bursary will offset the full tuition cost, up to $200, in most cases* $600 Resource Budget ( Available for third-party or internal spending ) * Bursary allocation will be determined by the volume of bursary applications and the available bursary finances. See below for more details on the HCOS Forward Together Bursary Campaign K-9 FAQs Please see our Tuition & Bursary Family FAQs page for many more additional questions and answers. I have a student in the Grad Program. Do they count as the first student in the family? No. The student count is limited to K-9 students. Grad Program students have a different tuition structure (see below). Am I able to help other families with tuition costs? Absolutely! Please see the HCOS Forward Together Bursary Campaign below for information on how to give. This gift would be eligible for a tax receipt as per the standard charitable donation rate. Are there other ways I can help my fellow home educators? Yes. Help your fellow home school families save money on curriculum by returning the school’s curriculum for reuse in the Learning Commons. When we can provide less expensive used curriculum for our families, they don’t need to use as much of their resource budgets to buy new instructional materials. How can you help? Return materials by post or in person to: 905 Badke Road, Kelowna BC, V1X 5Z5 Return materials directly to your support teacher Community Connections (CC) & CC+ For Community Connections (CC) and CC+ tuition, please see the Learning Groups website for further information and registration. Grad Program Tuition & Resource Budgets The Grad Program functions per course , not as a whole student. Please keep that in mind in contrast to K-9. Tuition Amount (per course) Resource Budget (per course) Courses 1-4 : $50 per course Courses 5+ : $0 per course Varies (see below) Tuition is charged per enrolled course. The first four courses per year* per student are $50 each. Each course after that is free. A full time Grad program student tuition is equal to a K-9 student at $200. At school enrollment, an estimated amount of courses for the year is selected. Payment is due at time of enrollment. A monthly payment option is available through pre-authorized debit (paid September to June) for courses enrolled prior to September. Courses enrolled after September must be paid in full at time of course enrollment.  Per course fees are not refundable. However, courses can be exchanged for a different course at no cost. Individualized Elective or Hybrid Elective Courses: $50 All Other Courses: $0 The Learning Commons is stocked with common resources for Individualized core courses and will be available for lending terms sufficient for course completion. Available for third-party or internal spending. * For the purposes of course counts, a “year” is considered to be the period from the May funding snapshot to the following May funding snapshot (typically the first Friday of May). Courses that remain inactive by the end of the year will be removed without a refund. Grad Program Tuition Assistance Options Home educating already requires financial sacrifice.  In order to ensure access for all students, regardless of finances, we provide the following tuition assistance option: Bursary Application Apply for a bursary. This process will be simple and non-invasive. Bursary will offset full course tuition costs in most cases* * Bursary allocation will be determined by the volume of bursary applications and the available bursary finances. See below for more details on the HCOS Forward Together Bursary Campaign Grad Program FAQs Please see our Tuition & Bursary Family FAQs page for many more additional questions and answers. Can I access a K-9 sibling’s resource budget for my grad student if needed? Yes. We will continue to treat resource budgets as a family budget in terms of accessibility for any student in the family. Am I able to help other families with tuition costs? Absolutely! Please see the HCOS Forward Together Bursary Campaign below for information on how to give. This gift would be eligible for a tax receipt as per the standard charitable donation rate. Cross Enrollment Tuition & Fees Cross Enrollment functions per course , not as a whole student. Please keep that in mind in contrast to K-9. Type Amount Grade 10-12 Courses:  Proctored Exam Fee*:  Adult Dogwood (school-age): Adult (non-graduated): Adult (graduated): Grade 8-9 Courses: International Students: $35 per course $15 per course $50 per course (includes exam fee if applicable) $75 per course $650 per course $215 per course $925 per course All tuition & fees must be paid in full at time of course or exam registration There are no resource budgets available for cross enrolled students Per course fees are not refundable. However, courses may be exchanged for a different course at no cost * Advanced Placement Courses (AP) have additional fees associated with taking the AP Exam. Cross Enrollment Tuition Assistance Options There are no tuition assistance or bursary options available for cross enrollment. Home School Registered Tuition Amount (per student) Resource Budget (per student) $0 $0 HS Registered students will continue to receive the support of our Home School Liaison HS Registered students will continue to receive access to our Learning Commons, Subscriptions and Exam Bank HS Registered students are able to receive a high school transcript for $150 PO Spending PO numbers for resource budget spending are typically released at HCOS Connect each year at the end of April. Once tuition is paid, the full resource budget is released. Please see the K-9 tuition table above for details on partial resource funding release with the monthly tuition payment option. HCOS Forward Together Forward Together is about ensuring families have the freedom of choice in how to educate their children. We believe finances should not be a hindrance to enrolling at HCOS. Let’s work together to continue to make HCOS a viable option for all students. We are looking for partners to help us continue to offer Christian Education through distributed learning to students all over the province of British Columbia. All donations are eligible for a tax receipt and will go to provide bursaries for families who cannot afford tuition.  Donate to Forward Together Corporate Sponsorship Contact Chantelle Olsson-Chang, HCOS Advancement & Donor Relations, to discuss corporate sponsorship options at forward.together@onlineschool.ca Bursary Application The bursary application is part of the tuition selection process in Encom. After selecting your tuition option you can select  Bursary Application as a payment method.  The bursary will be applied to each student for whom you selected a tuition option in the step 1.   Tuition & Bursary Family FAQs This page contains frequently asked questions & answers regarding tuition and bursaries. Have a question that is not on this page? Please send it via the Tuition & Bursary Question Form found at the bottom of each section and it will be answered directly and added to this page if broadly applicable. Tuition For an overview of the HCOS tuition and resource structures, please see HCOS Tuition & Resources. Does my paid tuition get directly applied to my student's resource budget? No. Tuition and resource budgets are two separate elements. Tuition is required for enrollment at HCOS since the school is only partially funded by the Ministry of Education. Resource budgets are how we use government funding for curriculum, resources and third-party services to provide personalized education plans for every student, partnering with parents to make decisions around the most effective way to do so. The use of these resource budget funds is guided by Ministry of Education's regulations. For more information, please see What can I spend my funding on? What are the payment options for tuition? One Time Payment (Credit Card) When you select this tuition option in Encom, you will be able to pay immediately. Once payment is received, the full resource budget becomes available. One Time Payment (Cheque) If this option is selected, a cheque for the full tuition amount owing for your family should be sent to the following address dated no later than September 30: HCOS Accounts Payable 905 Badke Rd Kelowna, BC V1X 5Z5 Pre-Authorized Debit (10 months - September to June) When you select this tuition option in Encom, you will be prompted to complete a pre-authorized debit form. The full resource budget is not available until the first payment is processed at the end of September. All monthly debits will occur on the final day of each month, beginning in September. If the final day of the month is on a weekend or statutory holiday, it will be processed on the next business day. 30 days notice is required to cancel any further tuition payments. For pre-authorized debit or cheques, an NSF charge of $25 will be applied if necessary. If one of these methods do not work for you, please contact Aubri Reid at areid@onlineschool.ca to discuss other options. Am I able to pay via e-transfer? No. Our finance systems are not currently able to accept e-transfers. Is there an added charge for the 10-month tuition payment option? No. Can I receive a tax receipt for the tuition I pay? No. HCOS does not provide tax receipts for tuition paid due to a variety of factors. The existing CRA parameters to provide tax receipts for tuition are designed for brick & mortar schools with set curriculum for students and do not translate well to the online setting. These parameters are very complex and would require an enormous amount of staff time to calculate and maintain. Based on our research, the result would be a very small eligible portion of the tuition, resulting in a very small benefit to tax returns. As such, HCOS simply does not have the staffing capacity at this time to implement tax receipts for tuition. Am I able to change my tuition choice after I've selected it? Yes, prior to payment, if applicable. Please email Aubri Reid at areid@onlineschool.ca to arrange for any changes to your tuition option. Is tuition refundable if a student withdraws? No. Tuition is non-refundable. However, for students on a 10-month payment option, after a 30 day notice period passes, no further payments will be required upon withdrawal from HCOS. For Grad Program courses, tuition is non-refundable but courses may be exchanged for a different course during the same school year. Can students in the same family choose different tuition options? Does it matter which order I list my students? Does SE status factor into this? Yes, families can choose different tuition options for each student. K-9 students should be listed in descending order by age (ie. oldest student first). This process should be followed regardless of SE status. What happens with tuition and resources for a student who enrolls after September 29? For K-9, enrollments from September 30 to the February funding snapshot will automatically be charged $0 tuition with a $200 resource budget. K-9 enrollments between the February and May funding snapshots will be charged $0 tuition with a $0 resource budget. Grade 10-12 students are charged the regular tuition rates regardless of the time of year the course is enrolled as they are fully funded at all times. Once active, students have one year to complete the course. Once I choose a tuition option, are there restrictions around PO spending? PO numbers are released each year during HCOS Connect at the end of April. Once PO numbers are available, all enrolled K-9 students receive the base resource amount of $350. Once tuition is paid, the remaining resource funds become available. These resource funds are available for third-party or internal spending. Lessons are not payable until October 1. Can I pay for a student's tuition from another family? Yes. Please email Aubri Reid at areid@onlineschool.ca to arrange payment for another student. For Grad Program students, what do I need to know about tuition? Selecting courses by September 1 will ensure eligibility for the pre-authorized debit option for paying tuition. Any courses selected after this date will require the full amount paid upon enrollment (if a charge is applicable). A course is considered to be a full 4-credit offering. 2-credit courses will count as half of a course towards a student's course load. If two credit offerings are selected, the tuition rate for those will be $25 per course. Course challenges are charged $50 per course. Why isn’t there a $0 tuition assistance option in the Grad Program like there is in K-9? As in most schools, the grad program is more expensive to run so there was no room to offer a $0 tuition option. However, if you are unable to pay tuition, bursary applications are available. How do I pay tuition for the incoming school year when encom is showing the current school years encom account? To locate the tuition portal for the incoming school year, you will need to click on “Future Term Student” . This will take you to a page that will give you access to the incoming school years tuition portal. Have a question that is not on this page? Please send it via the Tuition & Bursary Question Form and it will be answered directly and added to this page if broadly applicable. Bursaries How do I apply for a bursary? Bursaries are part of the tuition selection process in Encom under Step 2 - Payment Methods . To apply for a bursary: Select K-9 or Grad Tuition for your students and One Time Payment in Step 1. In Step 2 select Bursary as the payment method. Complete the questionnaire and submit. When will families know if they will receive a bursary? Bursary applications will be assessed and awarded on a monthly basis once applications are open until the end of September. Bursaries typically cover a student's full tuition amount and are awarded based on availability of bursary funds. Can teachers be a bursary application reference for a family? Yes. If my bursary application is not successful, can the tuition option selection be changed? Yes. If you have additional questions, please contact your Regional Administrator or Grad Advisor. We will continually update this FAQ page with new questions and answers. Have a question that is not on this page? Please send it via the Tuition & Bursary Question Form and it will be answered directly and added to this page if broadly applicable. Tuition Process Tutorial To access the tuition portal, log in to Encom and click the Tuition link shown in the image below. We have provided a step by step walkthrough for your first student once you are in the portal.  You can also view the video below for a brief tutorial. Important Notes Because the process has changed from how it was handled last year we wanted to provide a couple quick notes: The bursary application has been integrated into the process as a payment method rather than a separate form and application.  Keep an eye out for it in Step 2. If you have Grad Program students, tuition is based on courses selected, so you will be asked to estimate how many courses your student will be taking.  If you are unsure, choose the lower option of what you think you may select. Your Grad Advisor will be able to add courses and our team will work with you to adjust the tuition once the picture is more clear. Some combinations of tuition options or payments are not able to be processed simultaneously. Splitting your students up across multiple entries will not impact the count of K-9 students.  Encom is able to track that behind the scenes and only the first three K-9 students in your family will be charged tuition. Upon proof of payment your child’s curriculum funds will be made available for use with your PO# in Encom. Choosing the 10 month payment option will result in the remaining resource amounts above $350 becoming available after the first payment is processed at the end of September. We’ve worked to make this process as simple as we can but the reality is that there is a lot to process and select. For that reason we would strongly recommend using a computer not a phone to complete the process. Webinars, Presentations & Resources HCOS Connect 2023 Recordings Welcome! SlideDeck The Power of Story ~ Sigmund Brouwer The Best Laid Plans... Don't Matter ~ Dan Duncan SlideDeck Creating School Strategies for Unique Brains ~ Dan Duncan SlideDeck Building Resilience in Ourselves and Our Children ~ Katy Kwon Guiding Curriculum Choices with Q&A ~ Cynthia Duncalfe SlideDeck HCOS Learning Commons: Resourcing You for Success ~ Cynthia Duncalfe SlideDeck Graduation 101 ~ Brad Lemon SlideDeck HCOS Connect 2022 Recordings Lifting Our Eyes Up With Sara Kraushar & Craig Kwiatkowski SlideDeck   Your HCOS Universal Support Toolbox With Alison Ellis and Destiny Ward SlideDeck   The HCOS Learning Commons: Resourcing You for Success With Pippa Davies and Cynthia Duncalfe SlideDeck   Grad 101 (For Grades 8-12) With Brad Lemon SlideDeck   Being Nurtured in Nature With Shelley Anderson SlideDeck HCOS Connect 2021 Recordings Below are the recordings from HCOS Connect 2021. To access the videos, you must have the password. Contact your Teacher or Grad Advisor for the password. Please note, the passworded videos are not to be shared outside HCOS. HCOS Staff - here is the link to the page wth the password Session #1 Jeremy Sample - Growing Independent Learners Through Executive Functioning Slide Deck From Presenation Stay Focused for Chrome Freedom Get Cold Turkey   Jeff Laird - Good Education In Home Learning Slide Deck from Presentation   Phil Hills - The Narrowing of the Public Mind and a Courageous Christian Response   Session #2 Dan Duncan - ADHD: It's Not What It Looks Like Slide Deck from Presentation   Grant Wardle - Middle School: The Secret of My High School Success Slide Deck from Presentation   Andy Stieger - Apologetics at Home: 5 Best Practices Slide Deck from Presentation   Session #3 Katy Kwon - Understanding Anxiety and Depression in Youth and Children Links to Resources   Chelsea Bitgood - The Graduation Program at HCOS Slides from Presentation   Greta Eskridge - Parenting in the Age of Pornography Resources and Links Understanding Anxiety Amidst COVID-19 Webinar Recorded April 2, 2020 A big thank you to Julie Bohni (Registered Clinical Counsellor) for sharing about how we are wired, and strategies to deal with anxiety in these tumultuous times. Description of session: To say these are unprecedented times seems like an understatement. Never before has our world socially distanced in an attempt to shrink the spread and impact of a virus. But here we are…all encouraged to stay home…and feel uncertain? Anxiety is a normal response to uncertainty, but what do we do with our worry and ruminating negative thoughts? Join Julie Bohni, a registered clinical counsellor, to understand our brain’s response to stress and anxiety. As well, gain practical insight and tools (for ourselves and teaching/parenting) to gain awareness and develop strategies to cope with anxiety during this COVID-19 time. Links from session or tools within HCOS for families Learning Commons Stress Management Resources Learning Services “Hello Anxiety” Expression of Interest form for online Therapy groups Well-Being BC SoraApp - digital books on the topic of anxiety (Please log in to Sora first before clicking this link) Psalms 91 Tenth Avenue North - By Your Side (Offical Music Video hosted on YouTube) Slides from Presentation Unintended Consequences - Presentation from Phil Hills at RenewED 2019 Phillip Hills is the Executive Regional Director for ACSI Western Canada.  The HCOS staff welcomed him to speak as a keynote at our RenewED 2019 conference.   Unintended Consequences - How our Digital Lives are Erasing our Identities Presented by Phillip Hills, August 2019 Wired for Connection Webinar A big thank you to Julie Bohni (Registered Clinical Counsellor) for sharing about how we are wired, and strategies to deal with anxiety in these tumultuous times.  See the handouts below. Part 1 - Recorded May 21st, 2020   Handouts:     Part 2 - Recorded June 4th, 2020   Handouts: Workshop Recordings for Families Finishing Well Funding: Deadline, New PO's, and Planning for the Fall. Understanding Report Cards Developing a Good Writing Program Planning for a Good Year Teacher Visits and SLPs: Details and Benefits Viewing Student Feedback in Brightspace and StudyForge There are different avenues for students to view their feedback on work submitted to their courses within Brightspace. Below we discuss the different ways to access feedback on different assignment types within Brightspace and StudyForge. Before we get to those particulars, students receive email notifications when their submissions have been assessed by their teacher:  For Brightspace related assessments, student receive the following email notification: For StudyForge related assessments, students receive the following email notification: The email notifications are the simplest way for students to directly access their feedback whether in Brightspace or in StudyForge. Additionally, students can access feedback through different methods in both platforms. Brightspace Assignment Submissions If work is submitted through a Brightspace hand-in box, denoted by the icon of of a piece of paper in a tray: Students can access their feedback in three different ways. Through the direct hand in box: By clicking on the hand-in box, students will be taken to a page that shows their submission, as well as the teacher feedback and the proficiency mark or grade given.  Through the grades summary:  Start by clicking Grades in the navigation bar of the course: Students will be taken to a page that outlines all the activities of the course as well as the feedback teachers have given on those activities: To see teacher feedback on rubrics, navigate to assignments via the Assignments tab on the course navigation bar.  Click the specific assignment for which you wish to see feedback on.  Here you will see all feedback on the assignment hand in, including rubrics that are built into Brightspace. Brightspace Quizzes Brightspace Quizzes are denoted by the blue box with a question mark icon: Like assignments, there are two different ways to see the feedback provided to students on Brightspace quizzes.  Students will only see feedback on auto-graded quizzes if teachers have set up the quiz to provide automated feedback. Through the quizzes summary: Click the Quizzes tab in the course navigation bar.  You will be taken to a page that summarizes all the quizzes in the course. Click the Feedback: (Un)Read associated with the quiz you wish to review.  Through the grades summary:  Click the Grades tab in the course navigation bar.  You will be taken to your grades overview which includes all the assessment activities within the course. Feedback for quizzes is shown within this list. Brightspace Discussions Also known as Forums, Brightspace denotes a discussion as a chat bubble icon: There are two ways students can view the feedback on their discussion posts: Note that depending on the purpose of the discussion, teachers may only provide a grade based on the rubric and leave the discussion aspect for the students. You may or may not see anecdotal feedback here. Please feel free to follow up with your teacher if you have questions.  Through the discussion post itself: Navigate to the discussion in the course. Scroll below the discussion instructions to the section of feedback. Through the grades summary: Navigate to the summary by clicking Grades in the course navigation bar: Scroll to the discussion line within your grade summary for feedback: StudyForge Assessments (Quizzes or Assignments) StudyForge assessment items are denoted by the puzzle block icon in course content (along with StudyForge lessons): There are multiple ways to view the feedback to StudyForge assessment items: Through the item itself. Navigate to the assessment item by locating it within the course content. Click the link to be directed to StudyForge.  You will immediately see your teacher’s overall feedback: In the above image, click the Review link beside the attempt that you wish to review further. You will be taken to a more detailed breakdown of feedback. Some assessments give teachers the opportunity to respond in different ways to student work. Please note, teachers will always use the overall feedback box and may choose to not add additional feedback details within the assessments. If you have any questions about the feedback given, please feel free to connect with your course teacher. 2. Through the grades summary: Click the Grades link in the course navigation bar: Feedback that is on the overall feedback page in StudyForge is connected with the Brightspace gradebook. This feedback is viewable on the Grades page: