Home » Resolutions » Increase to 5 Period Days for High School by Decreasing Class Length to 60 Minutes
Increase to 5 Period Days for High School by Decreasing Class Length to 60 Minutes
Submitted by: Westisle Parent Council/Home and School Association
Resolution Content
WHEREAS an all around education includes opportunities to explore interests through elective courses and students that are able to do this would be better equipped to make informed choices for post-secondary education, and
WHEREAS the number of mandated classes was increased in 2015 to include a grade 10 physical education class as well as a career exploration class and a creativity and innovation class, and
WHEREAS the current high school programming is a semestered system with four 75 minute classes per day for 2 semesters to give a total of 24 credits over 3 years, 20 of which are needed for graduation with 12 that are mandatory, and students pursuing certain programs like advanced sciences and French immersion have little room for elective courses over the three years, and
WHEREAS it is felt that 75 minute periods are too long to keep students engaged and productive, and
WHEREAS the French School Board has already implemented a 5 period/day semestered system and have adjusted curriculum and graduation requirements accordingly, and
WHEREAS the Department of Education is stressing career planning by making the Career Explorations course mandatory for high school students, it has decreased the opportunity for students to explore through other elective courses i.e. music, foods, computer science;
THEREFORE, BE IT RESOLVED that the PEIHSF request that the Department of Education, Early Learning and Culture review its current semestered system and consider switching to a five period day of 60 minute classes and adjust curriculum and graduation requirements accordingly.
Saturday, April 8, 2017
| Destination: | Department of Education, Early Learning and Culture PEI Teachers Federation Public Schools Branch |
Responses Received
Education, Early Learning and Culture:
This concept has been discussed and continues to be discussed at various levels of the education system. There are various components to consider at the curriculum level, the staffing level and the infrastructure level before making a major shift like this one in high schools. At the present time, the Department is working with the Public Schools Branch to address the transitions that have resulted from the recommendations of the School Review Process. The priority is to focus on student's needs to ensure a smooth transition. Across the system, three goals have been identified: High-Quality Education, Well-Being and Public Confidence. We are focusing our efforts on these goals through the implementation of new curriculum using the Essential Graduation Learning Competencies, focused professional learning for teachers, the Student Well-Being Supports Program, the Student Transition and Graduation Planner and through communication with all partners in the educational system.