November 10, 2023 Fardin Mir Hussain

Learning Update

Reporting up to: November 10, 2023

New Westminster Secondary School
Fardin Mir Hussain 820 Sixth St
New Westminster, BC
PEN: 193941028
V3M 3S9
Grade 09 604-517-6220

School Message

Congratulations to our NWSS Grade 9 -12 students for achieving their personal best in their first half of Semester
1. We encourage all our students to continue and stay engaged in their learning. Challenge yourself to stay
connected and be actively involved in our school community.

This is your child’s Semester 1 midterm report card. Semester 1 will end on January 31st, 2024.

Linear courses will have Term 1 report cards published on Tuesday, February 6, 2024.

Your child’s Semester 1 midterm report card is a reflection of your child’s current learning progress. This report
card contains information about your child’s work habits and engagement in our classrooms and learning spaces,
as well as descriptive comments for each subject area. Please note that all children learn and develop at different
rates and times, and NWSS is committed to support students to make progress from whatever point they are at in
their learning.

Performance Standard Descriptors (Grade 9 Courses)

EMG: Emerging. Initial understanding of the concepts and competencies in relation to the expected learning
DEV: Developing. Partial understanding of the concepts and competencies in relation to the expected learning
PRO: Proficient. Complete understanding of the concepts and competencies in relation to the expected learning
EXT: Extending. Sophisticated understanding of the concepts and competencies in relation to the expected
learning

Letter Grade/Percentage Descriptors (Grade 10 – 12 Courses):

IE: Insufficient Evidence (IE) will be used to alert parents/guardians when students, for a variety of reasons, have
provided insufficient evidence of learning in relation to the Learning Standards. Further evidence is required
before a student can be accurately assessed. An “IE” plan has been created by the teacher, in collaboration with
the parent/guardian, to ensure the minimal performance can be met.
C-, 50 – 59%: The student demonstrates minimally acceptable learning in relation to the Learning Standards
C, 60 – 66%: The student demonstrates satisfactory learning in relation to the Learning Standards
C+, 67 – 72%: The student demonstrates good learning in relation to the Learning Standards
B, 73 – 85%: The student demonstrates very good learning in relation to the Learning Standards
A, 86 – 100%: The student demonstrates excellent or outstanding learning in relation to the Learning Standards

Throughout the school year, NWSS continues to enrich our School Learning Plan and Goal to enhance student
learning and experience. We encourage you to discuss this information with your child and ask them to share
examples of their participation and connection to their learning.

https://nwss.ca/wp-content/uploads/2023/11/NWSS-SLP-2023-2024-Oct-Version.pdf

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November 10, 2023 Fardin Mir Hussain

MATHEMATICS 9 Term 1: DEVELOPING

Renuka Sethi
https://curriculum.gov.bc.ca/curriculum/mathematics/9

KNOW
This reporting period in Mathematics 9, students worked with rational numbers including decimals and fractions.
They also learned the exponent laws and how they can be used to in real life situations involving exponential
growth. Students worked on operations involving polynomials including the use of algebra tiles. They applied this
knowledge to solve problems involving perimeter and area.

DO/UNDERSTAND
Through a variety of assessments, Fardin is usually able to:
· Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
· Communicate mathematical thinking in many ways
· Use reasoning and logic to explore, analyze, and apply mathematical ideas

NEXT STEPS
Fardin works well independently and with his classmates. He is demonstrating a developing level of proficiency in
the topics we have covered so far this term. Fardin participates in all learning activities and uses class time
effectively, but he rarely accepts or asks for help. I encourage Fardin to raise his hand and participate more in
class discussions as well as ask questions to clarify his understanding.
Attendance: Absent: 0 Late: 0

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PHYSICAL AND HEALTH EDUCATION 9 Term 1: PROFICIENT

Chelsie Goodchild
https://curriculum.gov.bc.ca/curriculum/physical-health-education/9

In this reporting period in P.E 9 we have focused on the benefits of daily participation in different types of physical
activity such as soccer, volleyball, and strength training, and the concept that healthy choices influence our
physical, emotional, and mental well-being.

Fardin demonstrates an extending level of participation and skill development in class activities.
He can/is able to:
-consistently demonstrate safety and fair play in physical activities.
-regularly demonstrate leadership in physical activity.
-consistently be punctual and have the appropriate attire for daily physical activity.
-consistently participate daily in physical activity designed to enhance and maintain health

Next Steps, Fardin should work to improve his ability to:

-Continue to participate to the best of his ability
-take on more opportunities to demonstrate leadership in class

Student self reflection, NEXT STEP(S):

I can practice the sports that I am interested in.
I wish to continue with soccer, volleyballs and badminton activities.
I plan to push myself to practice those activities more than usual
Attendance: Absent: 0 Late: 0

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VISUAL ARTS 9 Term 1: DEVELOPING

Amie Le Blanc
https://curriculum.gov.bc.ca/curriculum/arts-education/9

Visual Arts 9 students have been exploring a variety of materials, processes and image development strategies
through in-class work and by reviewing the work of contemporary artists. We have been developing drawing skills
in line, value, and texture through both pencil and pencil crayons. Students have experimented with chalk, pastels,
pencils and paint. Students are learning to apply the Principles of Art & Design to create interesting and uniquely
composed work that reflects their own personal voice and story.

In this first term, Fardin demonstrates developing performance in:

- demonstrating safe and responsible use of materials, tools and workspace
- composing, interpreting, and expanding ideas using symbolism and Principles of Design strategies
- reflecting on their art-making process and development as artists
- demonstrating the increasingly sophisticated application of curricular content, while also taking creative risks

Fardin has been consistently engaged in learning so far this semester. Fardin is willing to try new mediums and
regularly applies feedback to their work to strengthen their final pieces. Exceptional job, Fardin!

Next Steps:
Fardin is encouraged to ask questions when unsure of instructions to further their understanding of assignment
details.
Attendance: Absent: 0 Late: 0

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ELL 3 [ ]

Andre Kozak

We began this journey together and we went from speaking rarely to almost always in English, from writing
simple sentences to developing better paragraphs, from reading Short Stories to analysing various media. We
also dove into the different grammatical structures necessary for this and found how grammar could help us to
communicate better.
Do/Understand
As a result of the above activities, your child shows that they do an excellent job of:
Demonstrating the use of the proper verb tense for the proper situation
Exploring how language forms the base for a people's personal and cultural identity
Using strategies that great readers and writers use to learn from and understand text
Recognizing personal, social, and cultural contexts when reading and analyzing texts
Transforming the ideas and information from class in a creative and thoughtful manner
Applying own strategies and ones learned to comprehend written, oral, visual, and multi-modal texts
Thinking critically, creatively, and reflectively to explore the ideas within and beyond the texts we use
Responding to topics and our readings in writing by creating well developed sentences and paragraphs
Respectfully exchanging ideas and viewpoints from to build a shared understanding of what we learn and extend
our thinking
Demonstrating speaking and listening skills that are successful in many formal and informal situations as worked
through in class
Next Steps
Take time to foster relationships with friends or family by playing board games that require strategy and problem
solving like Catan, Ticket to Ride or the like.
Spend more time reading books and immersing oneself in great examples of the written word.
Attendance: Absent: 0 Late: 0

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