Anthropology & World Religion 30

Teacher Information

Teacher: Mrs. Demecillo

Email: julie.demecillo@psd.ca

Moodle: https://sgchsmoodle.ca/

ANTHROPOLOGY 30

WORLD RELIGION 30

GRADING AND EVALUATION

Moodle will be used to collect ALL projects.  Students will be given a special code to join Anthropology 30 and World Religion 30. All projects must be submitted/uploaded as PDF unless otherwise discussed with your teacher.

ASSESSMENT

Assessment will be conducted on three levels in this class. 

• Diagnostic Assessment will aid both the teacher and student in understanding where the student is at initially in their learning.  Pretests, quizzes and written assignments may be utilized for this means. 

• Formative assessment will be used so that teacher and student will be aware of the progress the student is making within their curricular outcomes.  Various self-reflection, teacher reflection on completed assignments may be used to aid student growth.  While these assignments will be tracked, not always will a specific grade be recorded.   This will be used to help the student improve their learning. 

• Summative Assessment will be utilized as final evaluation for grades.  These assignments will include but will not be limited to: culminating projects, tests, unit final exams, and final exams.   Students will be given rubrics and marking guides for assignments to familiarize them with expectations for acquiring marks. 

RESPECTFUL COMMUNICATION

Definition: Appropriate communication between staff members, between students, between students and staff, and between students, staff and parents. Appropriate communication is the practice of non-heated conversations, positive body language, appropriate volume, tone and choice of language, as well as active listening. It treats those involved with dignity, honours their rights and recognizes the responsibilities they have to others without regard to race, religious beliefs, colour, gender identity, gender expression, physical disability, mental disability, age, ancestry, place of origin, marital status, source of income, family or sexual orientation.  This also includes all electronic communications such as Facebook, Instagram, Snapchat, TikTok, etc.

Expectation: Respectful communication is to be used at all times.

Why?: In showing respect, we are building strong relationships within our school. We are educating our students not only to be technically prepared for life, but also to be good citizens. We wish to help our students develop so they will interact appropriately in future places of learning and in the work environment. By using respectful communication, we demonstrate our partnership in creating a positive learning environment.

RESPECTFUL TREATMENT OF AN INTERACTION OF OTHERS

Definition: Using dignity, respect, inclusion and fairness in the treatment of and the interactions with students, staff, and others.

Expectation:  Students will respect the rights of others and will work toward creating an inclusive culture through their treatment of and interactions with others.  They will refrain from, report and not tolerate bullying, degrading or exclusive behaviour directed toward others in the school, regardless of whether or not it occurs within the school building, during the school day or by electronic means such as Facebook, Instagram, Snapchat, TikTok, etc..  Students will treat others with dignity, honour their rights and recognize the responsibilities they have to others without regard to race, religious beliefs, colour, gender identity, gender expression, physical disability, mental disability, age, ancestry, place of origin, marital status, source of income, family or sexual orientation.  

Why?  By treating and interacting with others respectfully, we are creating an inclusive school where everyone knows they have worth and value.  This contributes to a learning environment that is well-ordered, peaceful, safe, non-threatening and conducive to learning.  

*These two Expectations come directly from the SGCHS Student Handbook; please visit the handbook on the school website, https://sgchs.psd.ca/, for the complete list of expectations.

GUIDELINES FOR ASSESSMENT

1. • Due Date:  the expected date for the assignment to be turned in.  This can be determined by the teacher.

   • Deadline:  the absolute last day the assignment can be turned in.  This is determined by when the graded assignments are returned.  In some cases, the due date and the deadline can be the same date.

   • Extensions:  students who want an extension must make arrangements with the teacher prior to the due date and must have their assignment completed prior to the deadline.  By having a deadline, students who require an extension will not interfere with the timely return of assignments to other students so that the assignment can help students with their learning.

   •  Late Assignments:  when a student chooses to hand in an assignment after the due date but before the deadline, it will be accepted without grade penalty.  It is reasonable to assign the grade of NHI or MD (both weighted as zero) if the deadline is not met.

   • Missed Exams:  students must make the arrangements to come in to write within a week of the exam. 

APPEALS PROCEDURE

Should a situation arise where a student is not satisfied with an assessment outcome, first discuss the matter with the teacher outside of class time.  If a resolution is not found, then the teacher will approach another qualified teacher, typically the Department Head, to assess the assignment.  (This new teacher will not have prior knowledge of the student’s name or the previous grade for the given assignment).  If there is still an issue, a meeting will be set up between the student, teacher, parents and administration to resolve the matter.  The commencement of an appeal must occur in a timely manner; within 48 hours of receiving an assignment.  In return, the appeal process will be completed as soon as possible.  (The appeal procedure for the final mark of a course is outlined in Parkland School Division’s Administrative Procedure 206:  Appeals Concerning Student Marks.)

INSTRUCTIONAL METHODOLOGIES

A variety of instructional methodologies will be used in this class. They may include, but are not limited to, the following:

• Lecture

• Student presentations

• Discussion

• Field trips  

• Notes

• Videos, the viewing and analysis of films, AV presentations

• Regular in-class writing

• Individual conferences and private commentary on assignments 

• Small group work

• Small group study

• Independent study

• Practice activities

• Writing for self- exploration 

• Regular in-class and out-of-class writing to respond to and analyze readings 

• Modeling and practicing active reading and effective study skills

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