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Parent Resources



  • ​Assessment/Report Cards​

ASD-S schools are currently focusing on increasing students’ involvement in the assessment process. This might look like students self-assessing or students using feedback to improve their work. Students might share their work describing what they have learned to a teacher, a classmate or a parent, thus developing their self-awareness and self-management skills (as outlined by NB’s focus on Global Competency Education). Students need time and space to practice a new skill (formative assessment) before they are evaluated on it (summative assessment).  All marks earned by a student in any subject area should be directly associated with the required knowledge or skills outlined in the curriculum. ASD-S teachers use a collection of evidence (observations, products and conversations) gathered about each student’s learning and based on curricular expectations to judge the quality of the learning. This process requires looking at a comprehensive range of evidence and the professional judgment of the teacher. Homework should not be a means to teach something new nor should it be used as a form of punishment. Reference ASD-S Policy 359​ for more details about homework.


Reporting K-8: The provincial K-8 report card is a way of communicating formal feedback about student learning. This occurs three times per year (November, March, and June) with Parent Teacher Student Conferences held in November and March. For the report cards, teachers will identify the level of achievement on a 4-point scale that best describes your child’s current progress.

  • ​Resources for Parents - Subject Areas

As a parent, you may have questions about what your child is learning, how their learning is assessed and reported, and other questions about their social and emotional development. Speaking with your child’s teacher(s) should be the first step in assisting you with information about the curriculum, assessment and their social and emotional needs at school.  The school administrator is another person who can assist you when you have these types of questions. The information provided below is intended to give you general information about curriculum and how you can support your child in their learning.   Where possible, we have included links to helpful resources and information which may be of interest to you.​ ​




Early language learning (birth-age 8) can be supported with oral story-telling, and at home this would mean giving children ample opportunities to talk about their day, or talk about a story book that was read to them.  It is critical to have books on han​d and read to your child; local libraries are a great resource for everyone. Children love to engage in creative exploration of the world around them, and at home it is important to expose them to a variety of new materials, even the loose parts of broken toys (ie. a random yellow tire may make them think of the sun, and a rock may conjure up thoughts of a beach), to see what they can come up with!  It is important to have ‘mark-making materials’ around the house, so children can make books or draw/write stories about their experiences.  It is also important to support conversational skills in our children, therefore asking them hard questions about current events or helping them to critically analyze situations that are part of their world.  In terms of homework, teachers often instruct their elementary students to read every evening; there is a clear relationship between exposure to books and ability to read fluently and with comprehension  In making this a nightly activity, you will see many benefits.  A program called Raz-Kids is often used for reading practice at home.



Middle/High School Literacy

As with elementary literacy, continued exposure to reading material is the key to success in reading and writing. Students should be reading for a minimum of 2 hours per week in order to build vocabulary and grow fluency. All research points to students who are readers are better able to express themselves both orally and in the written form.




Elementary Math

One of the most important things you can do to help your child with math is to model a positive attitude about Math. Help your child see the beauty and creativity of the Math in the world all around them. Point out the Math in sports, weather reports, recipes and in their favorite activities. Measure, count, compare, sort, classify, and create patterns with items found around the house or in nature. Incorporate math into your bedtime reading routine. Encourage children to talk about and show their thinking in words, pictures, diagrams and models.


Middle Level Math

Math at the middle level continues to be an opportunity to find connections between our daily lives and the world around Mathematics. Encouraging your child to approach Math concepts with an open mind and to see mistakes as opportunities to learn and grow is the most positive approach.  Games can provide a wonderful opportunity at home for Math and family bonding. 


High School Mathematics

Mathematics at the High School level enables students to explore as much mathematics as they feel they need depending on the goals they have as they move towards graduation. Students are required to have 2 mathematics courses as a graduation requirement past the Grade 10 course Geometry, Measurement and Finance 10 (GMF 10) a link to the High School mathematics pathways as well as the graduation requirements is below.

During High School, students would have an opportunity to study in the three pathways:

​1.      Workplace and Financial Workplace
2.      Foundations of Mathematics
3.      Pre-Calculus

Khan Academy Math Site for K-12


Graphing site : Geogabra



Learning an additional language and exploring different cultures helps prepare our students to become more globally competent learners. Any exposure to French at home will help reinforce a child’s language learning.  This might look like a child reading a French book, using an app (Duolingo for example), listening to French songs on YouTube, watching French shows on Netflix, or even watching their favorite English show with French subtitles enabled.  The government offers various bursaries for students to participate in programs immersing them in the French language and culture.  The following links will provide you with access to resources supporting the above-mentioned examples;


Canadian Parents for French, helpful hints and tips for parents:


Provincial FSL Programs for students:


Resources for French culture and language exposure (scroll to bottom of webpage):

French Educational Resources via Mme Batt​




We want students to be think like scientists.  They should be building models to help them make predictions and explain how systems work. It’s no longer enough to be able to memorize scientific facts or know the steps of the scientific process.  You are helping your child when you help them explore the connections in their world.  For younger kids, this might mean asking questions like: What do all these animals have in common?  As children begin to develop critical thinking skills, explore cause and effect relationships with them.  “Why does a swing keep moving after we stop pushing it?”, “Why does the moon appear larger when it’s near the horizon?”   Most importantly, allow them time to explore topics that are of interest to them.  Science skills can be developed in any content area, but treat science as a verb, rather than as a noun.



Social Studies


Social studies courses are essential in developing a sense of citizenship as it addresses the main principles of democracy such as freedom, equality, human dignity, justice, rule of law, civic rights and responsibilities. The social studies curriculum promotes learners’ growth as individuals, citizens of Canada, and of an increasingly unpredictable and interconnected world. A powerful social studies experience is one that uses knowledge as the context in which learners are enaged in dealing with key issues of the day. A powerful social studies experience offers opportunities for learners to move beyond the mere memorization of information to purposeful analysis and critical thought. In sum, the social studies experience is designed to further develop learners’ knowledge, skills, and attitudes to position them to be informed, responsible, and participatory citizens of Canada and the world.





Teach children to be mindful users of technology, and not simply consumers of it.  Do this both through explicit discussion and by leading by example.

Set boundaries for use of technology.  Most social media sites explicitly state that children must be at least 13 years old to have an account, yet many children younger than 13 have social media accounts.  Have a discussion as to whether it is acceptable to lie about your age to get something that you want.

Monitor use, behavior, and content. Be clear about what is acceptable. Engage and lead your children by example.

Encourage children to use technology to engage in a positive way with the world.   Do they have a cause that they are passionate about?  A skill that they can showcase in a blog or website?  Is there an online community that they can connect with to help them develop their understanding of a concept or issue that they’re interested in? An excellent resource for parents is “Raising Humans in a Digital World”  by Diana Graber


First Nations


An understanding of Indigenous Peoples in Canada is very important. Beyond learning about some traditional practices, most of us know very little about Indigenous Peoples today. Where do Indigenous Peoples live? How do they live? What is the nature of the relationship between Indigenous Peoples and non-Indigenous Peoples? In 2008 the federal government established a Truth and Reconciliation Commission to discover what former students of residential schools had to say about their experiences in these government schools. Thousands of survivors reported that they had experienced many foms of abuse. The Commission published 94 Calls to Action to address these abuses and the lack of understanding about Indigenous Peoples.  Many of the Calls to Action can be addressed through education. For example, many ASD-S educators are now leading students to critically discuss issues related to the Wabanaki Peoples of NB (the Mi’kmaq, Wolastoqiyik (Maliseet), Peskotomuhkati). Educators are inviting Elders, Knowledge-Keepers and community members to share cultural practices.  The Office of First Nation Education continues to work in collaboration with First Nation educators to develop culturally appropriate and accurate curriculum to support our students’ learning.


What can you do at home to enhance knowledge about Indigenous Peoples of Canada and NB? You can encourage watching programs, reading, and discussing about Indigenous Peoples. There are many great books and films about Indigenous Peoples for learners of all ages. Many of these can be found at your community library. Either from home, or at the public library, learners can go to these sites for excellent resources.  - First Nations of NB, NS, PEI, and Nfld. - a series of films created by Indigenous youth across Canada



Global Competency


A global competency is a combination of skills, knowledge and positive attitudes. Learners need to develop global competencies to meet the shifting and ongoing demands of life, work, and learning; to be active and responsive in their communities; to understand and respect diverse perspectives; and, to act on issues of significance. Through classroom and school-wide practices across all ages and subject areas, we are committed to the development of the six NB Global Competencies These six GCs are:


a)      Communication - learners communicate for a variety of purposes, in different contexts, and with different audiences. They understand the link between language and culture.

b)      Collaboration - learners collaborate effectively and ethically in teams. They apply their cognitive, interpersonal, and intrapersonal skills to diverse situations, roles, groups, and perspectives to learn from, and with, others in face-to-face and virtual environments.

c)      Critical thinking and problem-solving – learners develop the ability to study issues that are important to their communities and to analyze these issues from several perspectives and collaborate to solve problems that contribute to the common good.

d)      Innovation, Creativity, and Entrepreneurship – learners turn ideas into action by experimenting with new strategies, technologies and by engaging in critical inquiry.

e)      Self-Awareness and Self-Management - learners are self-aware and self-manage their emotions, thoughts, actions, and well-being. They develop their sense of identity and purpose while developing goals, opportunities, and plans in their personal, academic, and work lives.

f)       Sustainability and Global Citizenship - learners develop a balanced relationship with nature and develop the capacity to advocate for sustainable practices as citizens of Canada and stewards of the earth. They learn to address the complex ecological, social, and economic issues crucial to living as a citizen in a contemporary, globally connected, interdependent, and sustainable world.



What can you do at home to enhance global competencies?

Ask teachers or administrators for a copy of the NB Global Competencies. These one-pagers offer very clear descriptions of the type of learning that is to occur under each of the six GCs. You can use these one-pagers to develop questions to ask about learning. For example, looking at the GC collaboration – ‘Have you learned the skills necessary to resolve conflict that might arise while working on a project? Or, relating to the GC Self-Awareness, Self-Management – ‘Tell me about how you have learned to self-assess your progress in phys. ed.? Or, math, Or, science?