Students should always consult with their university counsellor prior to enrolling in any courses offered outside of Collingwood. Note: it is very important that students do not register for BC Ministry credit courses outside of Collingwood without prior approval as this can impact their ability to earn prerequisites for further study in a department. 

All prerequisites for courses required for graduation must be taken at Collingwood School except in the case of exceptional circumstances. Any credits taken outside of Collingwood will appear as external credits on the student transcript.

Earning Credits: Policy for Course Equivalency, Challenge, External Credits or Independent Directed Study

Collingwood School follows the BC Ministry of Education policy for awarding credits for other learning. 

Students must be able to demonstrate their readiness to challenge a course in the graduation program (Grade 10-12) based on factors such as a recommendation from a previous teacher, or from evidence that relevant learning has been acquired outside the regular classroom setting. The demonstration is to be thorough and include an evaluation of the content and competencies in the course. Examples of assessment strategies that could be used in a challenge process include such things as hands-on demonstrations, oral performances, interviews, written examinations, or presentations of a collection of work.

The department head and school counsellor, in consultation with teachers, students and parents, make the decision about readiness. Students will receive a letter grade and percent in the course based on the achievement in the challenge and must earn a C- and 50% for the challenge to be successful.

The school transcript indicates the letter grade and percent and notes that the course was completed by a challenge so it is essential that university guidance counselors are involved in the decision making process as these decisions may impact post secondary applications. It is strongly recommended that students do not challenge courses, except in exceptional circumstances.

Students cannot challenge courses at the Grade 8  or 9 level unless they are transferring from a different program or school. 

The deadline to request a challenge course is May 15 each year through the Department Head of the subject area. Students who challenge a course will be required to adjust their schedule which may create conflicts. It is important that students meet with their University Guidance counsellor so they are aware of the impact of a decision to challenge a course.  Students new to Collingwood will be accommodated based on their acceptance date.

Students in Grade 10-12 who wish to participate in an Independent Directed Study (IDS) in an area of academic passion should speak to their University Guidance counsellor during course selection to learn about the process. This opportunity exists for students who have completed all courses within a department and can only be granted in special circumstances. The due date for applications for an IDS is the Friday before March Break of each year.

Collingwood’s course selection and course counselling are highly personalized to meet the needs of our students. Our University Guidance Department partners with students to support a selection of courses that provide appropriate academic challenges and meet post-secondary prerequisites. The school timetable is built based on student course selections in the spring and we accommodate student course changes at multiple time periods during the school year. Each trimester has a firm date for course changes which is tightly adhered to at each stage. Students are unable to make any course changes, including dropping a course, once the published course change due date for the trimester has passed.  It is important to note that once the timetable is built, additional sections are not added or closed so not all course changes can be accommodated to ensure we have appropriate teachers in place for all classes. We advise students to learn, consult with counselors and make the best choice for their learning plan during the course selection process in the spring.

Collingwood School provides a minimum of two formal written reports for each course of study, (one interim report and one final),  as well as three formal student self-reflections over the entire year. These reports are personalized and focus on a student’s strengths, areas of growth and provide details about how the student can improve. Students are encouraged to be a part of the learning process and should have an understanding of how they are performing in the course prior to the report being issued.

Additionally, throughout a course, teachers will provide informal updates to parents regarding the progress of the class and students which may come in the form of conferences, emails, or phone calls

Important: As of the 2023-24 school year, the K-9 reporting guidelines changed to impact students in grades 8 and 9. Students in Grades 8 and  9 will receive a proficiency score on their report cards rather than a percentage and letter grade.

Grade 8 & 9 report cards include a combination of the following:

• Proficiency scale score
• Work Habit indicator
• Teacher anecdotal comment
• Student reflection

Grade 10-12 report cards include a combination of the following:

• Letter Grade
• Percent Score
• Work Habit indicator
• Teacher anecdotal comment
• Student reflection
• Graduation status update with year-end report card (credits and requirements earned towards graduation)

Breakdown of Percentage Grades for Students in the Graduation Program (Grades 10-12)

Collingwood School adheres to the percentage breakdowns assigned by the BC Ministry of Education.

Insufficient Evidence Grade

An “IE” may be issued according to the Ministry of Education guidelines outlined below. Collingwood teachers will communicate with the family and the Head of House in advance of the report card if a student is at risk of earning an “IE” on a report card or in between reporting periods.

An “IE” will be used to alert parents when students, for a variety of reasons, are not demonstrating minimally acceptable performance in relation to the learning standards or expected learning outcomes. The “IE” may be used at any time during the school year on informal or formal reports and means that there is insufficient evidence for a teacher to determine an accurate grade in the course. The underlying principle is that parents and students should be alerted to a problem as soon as teachers detect it.

Prior to assigning an “IE” report, the following steps should be taken:

• The Student, parents and the student support team (Head of House, Inclusive Education teacher) must be informed, and must be provided with an opportunity to consult with teachers about the struggles the student is having in the course and possible solutions.
• Teachers identify the areas of concern and specify plans of action to help the student achieve the learning outcomes. 
• An “IE” may be communicated in a variety of ways, including: through a written plan, verbally by telephone, or in a direct meeting involving teacher, parents, and student support team (Head of House, Inclusive Education teacher).

The “IE” letter grade must be converted to another letter grade or percentage:

• Before a student’s records are transferred to another school, unless there is agreement between the principals of the two schools to defer conversion of the “IE” reporting symbol;
• When letter grades are recorded on the permanent student record card; and,
• Before submission of Grades 10, 11 or 12 marks to the Ministry for inclusion on a student’s transcripts of grades.

An “F” letter grade can only be assigned if an “IE” reporting symbol was previously assigned on a written school communication, usually a report card.

Student attendance is tracked at the course level at the Morven Campus. Students are expected to attend all classes unless they are on a school activity or unwell. If an absence is unavoidable, the school should be informed as soon as possible. Absences which fall outside of our recognized holiday periods that are unrelated to illness or school activity are recorded as unexcused absences. During unexcused absences, students will be able to access course materials and resources via Google Classroom or class web pages. Students are expected to complete work assigned by teachers by the assigned due date. Teachers will not be able to provide individual online support and students cannot remotely join into classes to complete learning activities. Missed assessments can be negotiated with individual teachers in advance of the departure, as required. Unexcused absences for more than one class period will likely impact student learning and assessment in that course.

Our British Columbia competency based curriculum demands active engagement, requiring students to demonstrate critical and creative thinking in class through communication and participation. When students miss class, they miss out on opportunities to be assessed and receive feedback. For some skills and understandings, it is not possible to assess learning if a student is absent.

Missed in class assessments are tracked and students who miss one assessment will need to coordinate with their teachers to make this up upon their return. Should a student miss multiple assessments in more than one course, the Head of House will meet with the student to discuss the impact this is having on their overall performance.

In line with Collingwood School’s Forward Focused Learning strategic goal, we strive to embed the use and literacy of artificial intelligence into our teaching and learning. The use of AI is intended to support student learning and prepare students for their futures in alignment with our school’s core values. Our goal is to guide the ethical and responsible use of AI within the educational setting, ensuring compliance with the Personal Information Protection Act of British Columbia. Overall, we aim to foster a respectful and innovative environment where technology and AI use enhances the educational experience without compromising ethical standards or privacy.

In British Columbia, differentiation of instruction and assessment and the principles of Universal Design for Learning (UDL) are recognized practices for teachers. At Collingwood, students who show a consistent need for learning accommodations are able to access them, as per the Ministry of Education and Childcare requirements.  

Morven’s Inclusive Education model ensures learning is inclusive, differentiated, and personalized for all learners. The foundation of this framework focuses first on the instructional practices within the classroom, followed by tiered levels of learning support through the Response to Intervention (RTI) approach.

In the classroom: 

The foundation of this model is built upon best practices as outlined by the Universal Design for Learning (UDL), aligning with Collingwood’s strategic priority of Forward-Focused Learning in providing learning experiences that are inclusive, authentic and personalized. The UDL framework highlights the intentionality of the planning process and assessing student learning by focusing on three main principles: 

• Engagement (sustaining their interest and persistence)
• Representation (ensuring learning is accessible)
• Expressions (giving options in how they express their understanding of the concepts learned). 

Learning Support:  

The RTI approach allows Collingwood to personalize the interventions and support for each learner specific to their primary needs and/or a formal diagnosis of a learning difference. This approach offers three levels of support and implements evidence-based strategies to build student independence, advocacy, and ownership. The three levels are defined as targeted support (intervention), general support, and support as needed with access to accommodations. The main difference at each level is the type of intervention and/or support provided. 

Individualized Education Plans and Student Learning Plans

Students who receive learning support from Collingwood’s Inclusive Education program are provided with an Individualized Education Plan (IEP) or a Student Learning Plan (SLP). In British Columbia, students do not need an Individualized Education Plan to receive learning accommodations as long as they demonstrate a consistent need for these supports. 

An IEP is a documented plan that provides an overview of a student’s learning profile, individualized goals, supports, accommodations, and services provided. The content of the IEP is derived from a psychoeducational assessment. It is first drafted by a student’s assigned Inclusive Education teacher and finalized in collaboration with the student and their support team. It serves as a communication tool with teachers and tracks the development and growth of identified core and/or curricular competencies. The IEP is revisited and updated twice a year after the initial draft is completed (which must be after September 30th of the school year).  

*Upon completion of a psychoeducational assessment, parents will give the completed report from the psychologist to the Director of Inclusive Education. 

A SLP is similar to the IEP, outlining a student’s learning profile, goals, supports, and accommodations. This document is for students who do not have a formal learning difference diagnosis but may have a formal diagnosis of ADHD and/or have shown a consistent need for support or intervention.  The content of an SLP can be derived from a psychoeducational assessment, as well as from input and observations of a student’s support team. It is created through the same process as an IEP and serves as a communication tool with teachers and to track skill development. The SLP is updated twice a year after the initial draft is completed (after September 30).

*Updates to an IEP or SLP may be adjusted to once a year if drafted during the middle of the school year. Both IEPs and SLPs are continuously monitored by the assigned Inclusive Education teacher (case advisor).