Courses: ● ● ● ● ● All courses are like maps. They start with “What do I need to know and what do I need to be able to do?” These are the Learning Outcomes and the Attributes. A full four credit course is broken down into 30 units. Students aim to complete, on average, one unit per day. Courses are organized around Learning Modules. Some of these modules are mandatory or available as options. Some are sequential and others not. An individual’s choice of modules constitutes a Learning Path. Learners can take modules that cross curriculums and meet requirements in multiple courses (ie. a small group workshop series on effective research skills)

Courses and course requirements are laid out in using the Moodle platform - an online open source Learning Management System. Most courses are from the BCLN (BC Learning Network - that SD20 is a member of) and designed for distance learning. Since RSS is involved in blended learning, the BCLN courses are tweaked and adapted to reflect the enhanced opportunities available. Many courses are being developed within Moodle and other tools to meet the needs of learners where BCLN courses are either lacking or do not exist. Since 20 to 30 students are no longer required to run a course, there are in fact more courses available and subscribed to at RSS than in most large high schools in the province. No one teacher is responsible for a course. Course outlines, learning paths and strategies are the responsibility of teachers working together mostly in areas of their expertise. Often teachers will work together on course modules that cross curricular boundaries. Similarly, students engaged in a course will interact with a number of teachers. Course Modules: Courses are designed around the concept of a learning path and learning paths are established using a variety of “modules”. Understanding the value of diverse learning styles as well as capitalizing on the skill base and assets of teachers and community members, courses are multifaceted offering modules that include: Community Linked Projects, Inquiry Based Projects, Small Group Sessions, Large Group Lectures, Integrated Learning Opportunities. Many of these are requirements for successful completion of the courses, yet students can still make the experiences their own depending on their interests and learning styles. Some components are not optional and are considered to be essential. However, as a result of choosing between numerous options, no two students will have the same learning path. Courses still adhere to provincially prescribed learning outcomes. These learning outcomes form the parameters that guide learning options. Teachers have identified in advance which outcomes and competencies are considered essential and ensure that these make up the required modules. That being said, even these required modules have options attached. For example, students in PE are required to participate in 7 different modules throughout the PE course and at least one module from each of the Activity Categories (Individual/ Dual, Games,

2 Rhythmic) There are options within those categories (Individual/ Dual Activities - Badminton, Skiing, Golf...) All four credit courses are divided into 30 units. This assists students, teacher/ advisors and parents in gaging the progress through a course. Containing one or more units, some modules are considered compulsory and even prerequisite while others are essential with options. Some units are completed with modules that are self designed (within parameters) or via Project Activities (Inquiry, Community Linked, Integrated, … or a combination). These learning path options are presented at the outset of a course and are found in course outlines. Though all courses use online tools to some extent, that extent varies on the nature of the courses and the respective competencies and learning outcomes they are meant to address. Language courses often use online tools for written and reading comprehension work, but use (Face to Face) F2F for most aural and oral components. Formats, strategies and categories that courses draw from in their modules include: ● self paced ● small group ● large group ● seminar series ● compulsory ● choices ● prerequisite ● project ○ independent design ○ community linked ○ inquiry based ○ single person ○ multiple person Learning activities can be based on one or more of these at any one time. Course requirements would indicate to students which are required for successful completion of a course. Many courses are laid out using a topic level of organization. Some are presented in a weekly format for courses that require students to move through material together or for courses that are being developed on a “just-in-time” basis. Sample Course Templates Below are sample course structures: Course #1 - (Biology 11) **Note: 2 of 5 Key Labs must be done at specified times offered throughout the year, the other 3 can be carried out with general supervision



Course # 2 - Math

Course # 3 - Language Arts


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