Classroom Assessment Model  Unit 1
UNIT 1: GRADUATION PROGRAM
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Course Requirements, Exams, and Focus Areas
Graduation Transitions
UNIT OVERVIEW
Through mini-lectures, worksheets, and presentations, students identify the requirements of the Graduation
Program and begin planning how they will satisfy those requirements. Students are introduced to the course
requirements, the exam requirements, and the various ways course credits can be earned in the Graduation
Program. Focus Areas are examined in terms of their links to grade 11 and 12 courses as well as to postsecondary and career options. Students are also introduced to Graduation Transitions and its requirements.
Students demonstrate their knowledge of course requirements, exams, Focus Areas, and Graduation
Transitions by identifying, listing, and describing.
Suggested Timeframe
Learning at Previous Grades
An average of 15 hours is suggested to address the
Prescribed Learning Outcomes in this curriculum
organizer.
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grade 10 course requirements
connecting education choices to career options
Classroom Assessment Model  Unit 1
Course Requirements, Exams, and Focus Areas
Prescribed Learning Outcomes
It is expected that students will:
 identify the course requirements for the Graduation Program
 identify ways of earning credits for the Graduation Program (e.g., in-school courses, external credits)
 identify the exam requirements for the Graduation Program, including required and optional exams
 describe the Focus Areas in the Graduation Program
 describe how one or more Focus Areas of interest relate to education and career options
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the Prescribed Learning
Outcomes above. Students who have fully met the Prescribed Learning Outcomes are able to:
 accurately list the course requirements of the Graduation Program (e.g., 48 required course credits,
minimum of 28 elective credits, minimum of 16 credits at the grade 12 level)
 create a detailed list of the ways that credit toward graduation can be earned, including:
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school course work
independent directed studies
distance learning
challenge
equivalency
secondary school apprenticeship
external credentials
post-secondary dual credits
 accurately list the five required Graduation Program exams and their respective percentages of the final
course mark
 create a list of the optional Graduation Program exams, their respective percentages of the final course
mark, and the possible implications of writing or not writing the exam
 accurately list and describe the eight Focus Areas:
 Business and Applied Business
 Fine Arts, Design, and Media
 Fitness and Recreation
 Health and Human Services
 Liberal Arts/Humanities
 Science and Applied Science
 Tourism, Hospitality, and Foods
 Trades and Technology
 select one or more Focus Areas of interest and list the courses available to them in each
 select one or more Focus Areas of interest and list a variety of post-secondary education programs and
career options related to each
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Classroom Assessment Model  Unit 1
SUGGESTED INSTRUCTIONAL ACTIVITIES
Teacher-led discussion
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SUGGESTED ASSESSMENT ACTIVITIES
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To assess students’ understanding of required
Graduation Program courses and exams, have them
complete a worksheet such as the sample provided
with this unit (Graduation Program
Requirements). Have them conduct a peer
assessment to verify the accuracy of the information.
(Students should be strongly encouraged to discuss
their course selection and exam options with family
members and school counsellors as they consider
their choices.)
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Have groups present their posters or advertisement
depicting their Focus Area. Look for evidence that
their work represents:
 a clear and comprehensive description of the
Focus Area
 a range of post-secondary education and career
options related to the Focus Area
 a variety of secondary school courses that relate
to the Focus Area
In a teacher-led class discussion, provide students
with specific information about the Graduation
Program and requirements. Include information
about the required courses, the various ways of
earning credits, exam requirements, and the eight
Focus Areas and their associated courses.
Emphasize that the Focus Areas are a tool to help
students think about course selection and
education and career options, but that they are
free to select courses that best fit their needs;
indeed, they may choose to design their own
unique focus area.
Point out the difference between the required and
optional Graduation Program exams. Ensure
students understand that some post-secondary
institutions require grade 12 exams to meet
entrance requirements and students will need to
check admission requirements at each institution.
Writing grade 12 exams also provides
opportunities for provincial scholarships. Invite
the school counsellor to provide additional
information and answer questions.
Poster
To assist students’ understanding of Focus
Areas, divide the class into small groups
according to their Focus Area of interest. Have
each group develop a poster or advertisement
demonstrating secondary school courses, career
sectors, and post-secondary fields of study
related to the group’s chosen Focus Area.
Display the poster or advertisement on a class or
school bulletin board.
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Course planning worksheet
As an optional extension activity, provide
students with a course selection worksheet to be
 Students should be strongly encouraged to discuss
completed after they have considered their
their options with family members, school
Graduation Program options (such as the sample
counsellors, mentors, or other members of their
provided at the end of this unit, Course
support network as they consider their choices.
Planning Worksheet for the 2004 Graduation
Program).
Recommended Learning Resources:
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Graduation Portfolio Assessment and Focus Areas: A Program Guide
http://www.bced.gov.bc.ca/graduation/portfolio/moe_grad_portfolio_part_2.pdf
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Program Guide for Graduation Transitions
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Grad Planner
http://www.bced.gov.bc.ca/graduation/grad-transitions/grad_planner.pdf
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Classroom Assessment Model  Unit 1
Selected Web Sites:
 Graduation Program (Ministry of Education)
http://www.bced.gov.bc.ca/graduation/portfolio/moe _grad_portfolio_part_2.pdf
 Graduation Planner (Ministry of Education)
http://www.bced.gov.bc.ca/graduation/grad-transitions/grad_planner.pdf
 National Occupation Classification (Human Resources and Social Development Canada)
http://www23.hrdc-drhc.gc.ca/splash2.asp?lang+e
 Education Planner—Post-Secondary Education in BC
http://educationplanner.bc.ca/
 TRAX Information Updates
http://www.bced.gov.bc.ca/exams/trx_updates/welcome.htm
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Classroom Assessment Model  Unit 1
Graduation Transitions
Prescribed Learning Outcomes
It is expected that students will:
 describe the requirements of Graduation Transitions
 develop a preliminary plan for how they will meet the requirements of Graduation Transitions
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the Prescribed Learning
Outcomes above. Students who have fully met the Prescribed Learning Outcomes are able to:
identify the three components of Graduation Transitions (i.e. Personal Health, Community
Connections, Career and Life)
identify and describe the requirements of each of the three components of Graduation Transitions (as
outlined in the Program Guide for Graduation Transitions)
 list and discuss a variety of experiences that can contribute to meeting the requirements of Graduation
Transitions
list and discuss a variety of activities that could contribute to meeting the requirements of each of the
three components of Graduation Transitions (e.g., in-school courses, community learning experiences,
volunteer experience, work experience, recreation)
 propose strategies for meeting the requirements of Graduation Transitions
 create a list of various ways to gather and produce evidence that meets the requirements of Graduation
Transitions (e.g., certificates, awards, videos of performances, descriptions of volunteer activities,
photos of projects, letters from coaches or mentors)
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SUGGESTED INSTRUCTIONAL ACTIVITIES
Teacher-led discussion
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SUGGESTED ASSESSMENT ACTIVITIES
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Provide an overview of the nature and purpose of
Graduation Transitions (for specific information,
refer to the Program Guide for Graduation
Transitions). Include points such as the
following:
- The overall goal is to increase student success
for the future.
- Graduation Transitions is intended to prepare
students for a successful transition to life after
secondary school. In order to meet this goal,
Graduation Transitions encourages students to:
- take ownership of their own health and
learning
- examine and demonstrate connections between
their learning and their future
- create a plan for their growth and development
as skilled, healthy, knowledgeable,
participating citizens
- exhibit attributes of a model BC graduate.
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introductory activity—no corresponding
assessment
Classroom Assessment Model  Unit 1
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Cluster/brainstorm
 In groups or as a class, ask students to
brainstorm or create a cluster diagram of the
types of evidence that can be used to show they
have met the Graduation Transitions
requirements. Encourage students to consider a
range of evidence items (e.g., school courses,
certificates, awards, videos of performances,
descriptions of volunteer activities, projects,
letters).
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Provide an opportunity for students to share their
cluster diagrams with each other for peer
assessment and feedback.
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Collect students’ completed learning logs or
worksheets to determine their level of
understanding of the requirements of the
Graduation Transitions and to confirm that they
have begun planning how they will meet those
requirements. Use a student-teacher conference
or annotations on students’ logs and worksheets
to guide further reflection. For example, ask
students questions about:
- the three areas of Graduation Transitions
(Personal Health, Community Connections,
Career and Life)
- the types of specific evidence they would like
to include
- the strategies they will use to collect and
develop this evidence
- personal timelines for collecting and
developing evidence throughout grades 10,
11, and 12
Learning log/worksheet
 Individually, have students complete a worksheet
or learning log that addresses the following
questions:
 What are the requirements of Graduation
Transitions?
 What evidence do I already have?
 What evidence will I collect or develop to
meet the requirement?
 What are my strategies for collecting or
developing my evidence?
Recommended Learning Resources:
 Program Guide for Graduation Transitions
Selected Web Sites:
 Graduation Program (Ministry of Education)
http://www.bced.gov.bc.ca/graduation/
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Classroom Assessment Model  Unit 1
GRADUATION PROGRAM REQUIREMENTS
Name: ___________________________________________________ Date: ________________________
Credits
Total number of credits (grade 10-12) required for Graduation
Number of Required Course credits
Minimum number of Elective Course credits
Minimum number of grade 12 course credits
# of credits
Write the names of the required courses:
Graduation Transitions
4
% of final
course mark
Write the names of the five required Graduation Program exams and the percentage of the final
course mark for each.
Graduation Program exams
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COURSE PLANNING WORKSHEET FOR THE 2004 GRADUATION PROGRAM
Name ______________________________
Required Courses (48 credits)
Date _______________________
Proposed Focus Area ________________________________________
Subjects with a* indicate more than one option
Language Arts 10*, 11*, and 12*
Science 10*
Science 11* or 12*
Social Studies 10
Mathematics 10*
Mathematics 11* or 12*
Physical Education 10
Planning 10
Fine Arts or Applied Skills 10* or 11* or 12*
Social Studies 11* or 12* (BC First Nations Studies 12 or Civic Studies
11 etc)
A minimum of 16 credits must be at the grade 12 level, including Language Arts 12. The remaining twelve grade 12 level credits may be from
either required or elective courses.
Elective Courses (28 credits)
Graduation Transitions (4 credits)
Course Planning
For each of grade 10, 11, and 12, write the names of the required and elective courses you plan to take. Use the # column to write the number of credits for each
course, and the R/E column to indicate whether the course is required (R) or an elective (E) course. Use a  to show which of your 4 or more grade 11 or 12
electives match your proposed Focus Area. Be sure to include Graduation Transitions (4 credits) in your total.
Courses to take in Grade 10
Subtotal
#
R/E

Courses to take in Grade 11
Subtotal
#
R/E
Courses to take in Grade 12
Subtotal
Total Credits
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
#
R/E