BEGINNING (1) DEVELOPING (1+) EXPANDING (2/2+) CONSOLIDATING (3) BRIDGING (4) ASPECT BEGINNING DEVELOPING EXPANDING CONSOLIDATING BRIDGING NOTES To begin adjusting to a new To begin to adjust school To independently meet To exhibit an openness to To socialize in an inclusive school expectations and culture: may exhibit culture expectations, schedules cultural and language manner despite differences shock or lack of enthusiasm and routines with greater follow routines differences in ethnicities and languages With support to begin to confidence To become comfortable To begin to use humour To successfully interpret Has some parent support being surrounded by adjust school expectations, appropriately and humour and nuances of schedules and routines for school expectations different cultures and respectfully communication and to and routines languages at school respond to them To to recognize To become more involved cultural gestures Requires support to With little encouragement, in voluntary at appropriately participate in special to participate in class To begin to make eye school To understand that his/her INTERCULTURAL school events (Sports Day, and/or school activities To interact with identity is interconnected contact bake sale etc.) With little support, to confidence and respect to with experience, family COMPETENCY To begin to be aware of To be able to interpret participate in special school history, heritage and peer self and others some Canadian cultural gestures and interact with events To make some cross groups agreements such as mixed- eye contact more often To take risks to initiate To understand that identity cultural and language gender acceptance To learn about cultural interactions with others is continuous and evolving connections To be able to describe own agreements (such as despite making some To recognize individual To recognize individual family and community gender-related issues) cultural faux pas strengths and to develop strengths and values To be able to identify the To advocating for new abilities to meet new own needs and wants different ethnic/social challenges groups they belong to
BEGINNING (1) DEVELOPING (1+) EXPANDING (2/2+) CONSOLIDATING (3) BRIDGING (4) ASPECT BEGINNING DEVELOPING EXPANDING CONSOLIDATING BRIDGING NOTES INTERCULTURAL COMPETENCY To begin adjusting to a new culture: may exhibit culture shock or lack of enthusiasm With support to begin to adjust school expectations, schedules and routines To to recognize cultural gestures To begin to make eye contact To begin to be aware of some Canadian cultural agreements such as mixed- gender acceptance To be able to describe own family and community To begin to adjust school expectations, schedules and routines with greater confidence Has some parent support for school expectations and routines Requires support to participate in special school events (Sports Day, bake sale etc.) To be able to interpret gestures and interact with eye contact more often To learn about cultural agreements (such as gender-related issues) To advocating for own needs and wants To independently meet school expectations and follow routines To become comfortable being surrounded by different cultures and languages at school With little encouragement, to participate in class and/or school activities With little support, to participate in special school events To take risks to initiate interactions with others despite making some cultural faux pas To be able to identify the different ethnic/social groups they belong to To exhibit an openness to cultural and language differences To begin to use humour appropriately and respectfully To become more involved in voluntary at school To interact with confidence and respect to self and others To make some cross cultural and language connections To recognize individual strengths and values To socialize in an inclusive manner despite differences in ethnicities and languages To successfully interpret humour and nuances of communication and to respond to them appropriately To understand that his/her identity is interconnected with experience, family history, heritage and peer groups To understand that identity is continuous and evolving To recognize individual strengths and to develop new abilities to meet new challenges
ELL-Class-composition-template-Burnaby.docx