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Kiingereza hadi Kiswahili: Manitoba Education Report Card
Matini asilia - Kiingereza English
Manitoba’s
Provincial Report Card
Information
for
Parents
GRADES 1 TO 8
Manitoba Education has introduced a provincial report card compulsory for all school divisions to begin using in the 2013/2014 school year.
In this document, the term parents refers to parents or guardians.
General
Why is there a new report card?
The Manitoba government has introduced a new provincial report card to enhance the quality of education in Manitoba and to build stronger partnerships among students, their teachers and parents.
In the past, report cards were different in each school division and, in some instances, in schools within the same division. The new provincial report card will make sure that parents get consistent, clear information about how well their children are learning, what steps will help improve learning and what they can do to help.
Will the report card be easy to understand?
The report card is written in plain language. It tells you about your child’s strengths and where your child needs support. If you have questions about the report card, you can talk to your child’s teacher.
Is the provincial report card the same for all grade levels?
There are three report card formats: one for Grades 1 to 6, one for Grades 7 and 8 and one for Grades 9 to 12.
Will there be teacher comments on the report card?
Yes. Teachers will write comments about your child’s school work and behaviour. The comments will help you understand how your child is doing and how to support your child’s learning.
How is my child assessed?
Academic achievement grades show how well students achieve curriculum learning goals. This is referred to as criterion-referenced grading. Academic achievement grades are not based on how your child performs compared to other students. Factors like attitude, effort and behaviour are reported separately from academic achievement. While it is understood that these factors affect academic achievement and therefore grades, reporting them separately provides parents with more information about their child’s strengths and areas for improvement.
Teachers provide students with many ways to show their skills and understanding in a subject. Achievement grades generally reflect your child’s most recent and consistent academic achievement. For example, this means that a low mark on an assignment early in a term might not be considered when determining your child’s grade for the end of the term if she or he has later consistently shown better understanding or skill in that area.
Can my child “fail” (repeat) a grade?
Yes. The decision to retain or to promote a student is based on a careful assessment of various factors, including, among other things, evidence of the student’s progress and growth. Promotion decisions are made by the school principal, who consults with teachers, parents and other specialists as appropriate. Decisions to retain or promote a student are always made in the best interests of the student.
When will the report card be sent home?
Report cards are sent home in the fall, in the spring and at the end of the school year.
Will I get information from teachers at other times?
Yes. The report card is only one way of communicating with parents. Other ways include phone calls, emails, informal progress reports, parent-teacher meetings, student-led conferences and school newsletters.
What should I do if I am worried about my child’s school performance?
Talk to your child’s teacher. It will be helpful to make a list of areas where your child is having trouble. Ask the teacher how you can work together to help your child succeed.
Student programming
Your child’s programming refers to whether she or he is following grade-level curriculum, or other programming designed specifically to better address her or his learning needs.
If your child is not following grade-level curriculum in a subject, the report card will indicate which of the following three types of programming apply.
1. IEP programming
“IEP” refers to an individual education plan. A student who is not expected to meet grade-level learning goals in a subject will have an individual education plan that describes her or his individual learning goals. The grades that this student receives on the report card reflect learning goals appropriate for that individual student, and those goals are clearly outlined in the student’s plan.
The “IEP” indicator may also be used when a student is working significantly beyond grade level in a subject area, and an IEP is in place for this. As above, the grades the student receives on the report card reflect the student’s learning goals as outlined in the plan.
2. EAL programming
“EAL” refers to English as an additional language programming. A student in the first stages of learning English as an additional language focuses on learning English in that subject area. The grades that this student receives on the report card are based on a balance of language and subject area learning goals appropriate for that individual student’s level of language development.
3. L programming
“L” refers to French literacy programming, and applies to the Français program only. A student who needs more support to develop the French language skills required to follow the provincial curriculum successfully may focus on learning French in the context of that subject area. The grades that this student receives on the report card are based on a balance of language and subject area learning goals appropriate for that individual student’s level of language development.
In the sample from the Grades 1 to 6 report card below, you can see where the type of programming is indicated by an “x.” If nothing is indicated, then your child is following grade-level curriculum learning goals. This includes cases where your child has adaptations.
The term adaptation refers to a change made in the teaching process, materials, assignments or student products to help a student achieve the expected learning outcomes.
Academic achievement of
provincial expectations
Grades 1 to 6
In Grades 1 to 6, the following grade scale
from 1 to 4 is used on report cards to show
your child’s academic achievement for each subject category (explained below) within each subject.
Below is an example from the Grades 1 to 6 report card of this grade scale for a student taking mathematics with EAL programming in Term 2. Note that each individual subject category receives its own grade from the scale.
Subject categories
Subject categories are areas of knowledge and skill in each subject your child takes at school. They give you a better understanding of your child’s learning. The subject categories help to clarify for parents the “what” of student learning. They are designed to be a part of teaching, learning and assessment in all areas of the subject, not just when certain topics are being taught.
Academic achievement of provincial expectations
Grades 7 and 8
In Grades 7 and 8, in addition to the grade scale from 1 to 4, a percentage scale is used for providing an overall subject grade. This is intended to help with the transition to high school report cards where overall subject grades are given for each subject, using a percentage scale, to summarize student achievement as students earn credits toward graduation. The following table shows how the two grade scales relate to each other.
The following example from the Grades 7 and 8 report card shows a student taking science with regular grade-level curriculum programming in Term 2, and the three subject categories within that subject. It also shows the three learning behaviours, which are described in more detail below.
Learning behaviours
In addition to reporting academic achievement, report cards show your child’s effort and attitude in class, reported under “Learning Behaviours,” as illustrated and described in the samples on the previous page and below.
In Grades 1 to 6, learning behaviours are reported once on your child’s report card (for all subjects). In Grades 7 and 8, they are reported for each subject your child takes. IEP will be indicated if your child has an individual education plan with goals related to the learning behaviours.
For students in the French Immersion program, there is also a learning behaviour about students’ engagement in using French.
Learning behaviours are not included directly in students’ grades, but they can affect their academic achievement. The development of positive learning behaviours can result in future success for students as they progress through their lives both in and out of school. If students work independently, take initiative and respect classroom values, these skills will transfer to many other parts of their lives.
For more information
Visit the Manitoba Education website for more information about
• what your child is learning in different subject areas:
www.edu.gov.mb.ca/k12/cur/parents/ (English Program)
www.edu.gov.mb.ca/k12/cur/parents/fr_imm/ (French Immersion Program)
www.edu.gov.mb.ca/m12/progetu/parents/ (Français Program)
• the policies and guidelines for student assessment:
www.edu.gov.mb.ca/k12/assess/
• the provincial report card:
www.edu.gov.mb.ca/k12/assess/report_cards/index.html
Your input is welcome
Whether you are a parent or guardian, an educator, a student or an interested community member, your response to the new report card is important. Overall, did you find the report card clear and informative? Are there parts of the report card that can still be improved?
If you want to provide suggestions, please either mail them to the address below or visit the website indicated and fill out and submit an online feedback form.
Available in alternate formats upon request.
Tafsiri - Kiswahili Translation
Manitoba
Kadi ya Ripoti ya Taaluma
Taarifa
kwa
Wazazi
DARASA LA 1 MPAKA 8
Elimu ya Manitoba imezindua kadi ya ripoti ya taaluma ya lazima kwa wanafunzi wa taaluma zote kuanzia mwaka wa shule 2013/2014.
Katika nyaraka hii, neno wazazi lina maanisha wazazi au walezi.
Kwa Ujumla
Kwa nini kuna kadi mpya ya ripoti?
Serikali ya Manitoba imezindua kadi ya ripoti ya taaluma mpya kuboresha elimu Manitoba na kujenga ushirikiano mzuri kati ya wanafunzi, walimu wao na wazazi.
Hapo nyuma, kadi ya ripoti ilikuwa tofauti kwa kila darasa na, mifano mingine, kwa baadhi ya shule ndani ya madarasa sawa. Kadi ya ripoti ya taaluma mpya itahakikisha kwamba wazazi wanapata taarifa sahihi mara kwa mara za namna watoto wao wanajifunza, hatua wanazojitahidi, ni hatua gani zitasaidia zaidi kujifunza na nini wanaweza kufanya kuwasaidia.
Kadi ya ripoti itakuwa rahisi kuelewa?
Kadi ya ripoti inaandikwa kwa lugha nyepesi. Inakuambia jitihada za mtoto wako na wapi mtoto wako anahitaji msaada. Kama una maswali kuhusu kadi ya ripoti, unaweza kuzungumza na mwalimu wa mtoto wako.
Kadi ya ripoti ya taaluma ni sawa kwa madarasa yote?
Kuna mitindo mitatu ya kadi ya ripoti: moja ya Darasa la 1 mpaka 6, moja ya Darasa la 7 na 8 na moja ya Darasa la 9 mpaka la 12.
Kutakuwa na maoni ya mwalimu kwenye kadi ya ripoti?
Ndiyo. Walimu wataandika maoni kuhusu kazi na tabia ya mtoto wako shuleni. Maoni yatakusaidia kutambua ni nini mtoto wako anafanya na msaada anahitaji wa kujifunza.
Mtoto wangu anatathiminiwa vipi?
Alama anazopata za kitaaluma zinaonesha ni namna gani mwanafunzi anaendelea kitaaluma. Hii inajulikana kama vigezo vya alama vinavyoangaliwa. Alama anazopata mtoto wako hazimaanishi kwamba mtoto wako anaweza kulinganishwa na wanafunzi wengine. Mambo kama hasira, juhudi na tabia zinataarifiwa tofauti na mafanikio ya kielimu. Japokuwa inaeleweka kwamba vitu hivi vinaweza kuathiri matokeo ya kitaaluma na hivyo alama, zinaporipotiwa tofauti kwa wazazi kwa taarifa zaidi za jitihada na maendeleo ya mtoto.
Walimu wanatoa njia nyingi za kuonesha ujuzi wao na kuelewa somo. Alama anazopata kwa ujumla zina akisi matokeo ya sasa na yanayoendelea ya kitaaluma. Kwa mfano, hii ina maana kwamba alama ya chini ya zoezi la mwanzo wa kufungua shule linaweza lisitiliwe mkazo katika kuamua alama za mtoto wako mwisho wa muhula kama baadaye alionesha mfululizo wa kujitahidi wa kuelewa zaidi au kupata ujuzi zaidi katika eneo hilo.
Mtoto wangu "kufeli" (anarudia) darasa?
Ndiyo. Uamuzi wa kumuacha au kuendelea kwa mwanafunzi kunazingatia msingi wa tathmini makini wa mambo mbalimbali, ikiwa ni pamoja na, miongoni mwa mambo mengine, ushahidi wa maendeleo ya mwanafunzi na ukuaji. Maamuzi ya kumpromoti yanatolewa na mkuu wa shule, ambaye anashauriana na walimu, wazazi na wataalamu wengine kama inavyotakiwa. Maamuzi ya kumwacha au kumpromoti mwanafunzi mara nyingi yanafanywa kwa faida ya mwanafunzi.
Ni lini kadi ya ripoti itatumwa nyumbani?
Kadi ya ripoti inatumwa nyumbani wakati wa kipupwe, wakati wa masika na mwisho wa mwaka wa shule.
Nitapata taarifa kutoka kwa mwalimu wakati mwingine?
Ndiyo. Kadi ya ripoti ni njia pekee ya kuwasiliana na wazazi. Njia nyingine ni pamoja na simu, barua pepe, ripoti ya maendeleo isiyo rasmi, mkutano wa wazazi na walimu, kongamano la wanafunzi na taarifa za habari za shule.
Nifanye nini kama nina wasiwasi na utendaji wa mtoto wangu shuleni?
Ongea na mwalimu wa mtoto wako. Itakuwa ni jambo la busara kuorodhesha maeneo ambayo mtoto wako anapata shida. Muulize mwalimu ni namna gani mnaweza kufanyakazi pamoja kumsaidia mtoto wako.
Programu za mwanafunzi
programming ya mtoto wako inamaanisha kama mtoto wako anafuata mtaala kwa ngazi, au ngazi ya daraja la mitaala mahususi inayoonesha mahitaji yake ya kujifunza.
Kama mtoto wako hafuati alama za ngazi ya mtaala katika somo, kadi ya ripoti itaonesha ni ipi kati ya programu tatu zifuatazo zitumike.
1. IEP programming
“IEP” ina maanisha mpango binafsi wa elimu. Mwanafunzi ambaye hatafikia malengo ya kujifunza ya alama kwa ngazi katika somo atakuwa na mpango binafsi wa elimu ambao utaelezea malengo yake binafsi ya kujifunza. Alama anazopata mwanafunzi huyu kwenye kadi ya ripoti inarejea malengo ya kujifunza kwa mwanafunzi huyo binafsi, na malengo hayo yanaelezewa wazi katika mpango wa mwanafunzi.
"IEP" ni kiashiria pia kinaweza kutumika wakati mwanafunzi anafeli chini ya alama za darasani kwenye somo, na IEP ni sehemu ya hili. Kama hapo juu, alama anazopata mwanafunzi darasani kwenye kadi ya ripoti inaonesha malengo ya mwanafunzi ya kujifunza kama yalivyodokezwa kwenye mpango.
2. EAL programming
“EAL” ina rejerea kwenye Kiingereza kama nyongeza ya programming ya lugha. Mwanafunzi wa kwenye hatua ya kwanza ya kujifunza Kiingereza kama lugha ya ziada inalenga katika kujifunza Kiingereza katika eneo la somo hilo. Alama anazopata mwanafunzi huyu kwenye kadi ya ripoti inazingatia kwenye usawa wa lugha na malengo ya eneo la somo analojifunza kwa mwanafunzi huyo binafsi kwa kiwango cha lugha anayofahamu.
3. L programming
“L” inarejerea programming ya kujifunza Kifaransa, na inatumika katika programu ya Français pekee. Mwanafunzi ambaye anahitaji msaada zaidi wa kuendeleza ujuzi wa lugha ya Kifaransa anatakiwa kufuata mtaala wa mafanikio ya jimbo unaweza kuzingatia kujifunza Kifaransa katika mazingira ya eneo hilo la somo. Alama anazopata mwanafunzi huyu kwenye kadi ya ripoti inazingatia kwenye usawa wa lugha na malengo ya eneo la somo analojifunza kwa mwanafunzi huyo binafsi kwa kiwango cha lugha anayofahamu.
Katika mfano wa darasa la 1 mpaka 6 kadi ya ripoti hapo chini, unaweza kuona ni aina gani ya programu inayohitajika kwa alama ya "x." Kama hamna kilichooneshwa, basi mtoto wako anafuata mtaala wa darasani wa malengo ya kujifunza. Hii ni pamoja na matukio ambapo mtoto wako ana marekebisho.
Neno marekebisho linarejelea mabadiliko yaliyofanywa na mwalimu kama hatua, vifaa, mazoezi au bidhaa za mwanafunzi kumsaidia mwanafunzi kufikia malengo anayotarajia.
Mafanikio ya kitaaluma ya
matarajio ya mkoa
Darasa la 1 mpaka 6
Darasa la 1 mpaka 6, zifuatazo ni alama za kipimo kuanzia 1 mpaka 4 zinatumika kwenye kadi ya ripoti kuonesha mafanikio ya kitaaluma ya mtoto wako kwa kila kategoria ya somo (imeelezewa hapo chini) kwa kila somo.
Hapo chini ni mfano kuanzia Darasa la 1 mpaka 6 kadi ya ripoti ya alama ya kipimo hiki kwa mwanafunzi anayechukua hesabu na programming ya EAL kwenye Term 2. Kumbuka kwamba kila kategoria ya somo inapokea alama yake binafsi kutoka kwenye kiwango.
Kategoria ya somo
Kategoria ya somo ni maeneo ya maarifa na ujuzi katika kila somo mtoto wako anachukua shuleni. Wanakupatia uelewa mzuri wa namna mtoto wako anajifunza. Kategoria za masomo zinasaidia kuwaelewesha wazazi ni "nini" wanafunzi wanajifunza. Imetengenezwa kuwa ni sehemu ya kufundisha, kujifunza na kutathmini katika maeneo yote ya somo, sio tu kwa baadhi ya mada alizofundishwa.
Mafanikio ya kitaaluma ya matarajio ya mkoa
Darasa la 7 na 8
Darasa la 7 na 8, kwa kuongezea alama za kiwango kuanzia 1 mpaka 4, asilimia ya kipimo inatumika kutoa alama za jumla za somo. Hii inalenga kusaidia mpito wa shule kwenda sekondari kadi za ripoti ambapo somo kwa ujumla linapewa kwa kila somo, kwa kutumia asilimia ya kipimo, kufupisha mafanikio ya mwanafunzi kulingana na alama wanazopata wanafunzi wanapokaribia kuhitimu. Jedwali lifuatalo linaonesha ni kwa namna gani alama za kipimo zinahusiana na zingine.
Mfano ufuatao kutoka darasa la 7 na 8 unaonesha kadi ya ripoti ya mwanafunzi anayesoma sayansi kwa alama za kawaida za kiwango cha alama za mitaala kwenye Term 2, na kategoria tatu ndani ya somo. Pia inaonesha tabia tatu za kujifunza, ambazo zimeelezewa kwa zaidi hapo chini.
Tabia za kujifunza
Kwa kuongeza kuripoti mafanikio ya kitaaluma, kadi ya ripoti inaonesha jitihada za mtoto wako na tabia darasani, zinazoripotiwa chini ya "Tabia za Kujifunza," kama zilivyoelezwa katika mfano kwenye ukurasa uliopita na chini.
Darasa la 1 mpaka 6, tabia za kujifunza zinaripotiwa mara moja kwenye kadi ya ripoti ya mtoto wako (kwa masomo yote). Darasa la 7 na 8, zinaripotiwa kwa kila somo analosoma mtoto wako. IEP itaonesha kama mtoto wako ana mpango binafsi wa elimu wenye malengo yanayohusiana na tabia za kujifunza.
Kwa wanafunzi katika Programu ya Kujishughulisha na Kifaransa, pia kuna tabia ya kujifunza kuhusu ushiriki wa wanafunzi katika kutumia Kifaransa.
Tabia za kujifunza hazijajumuishwa moja kwa moja katika alama za mwanafunzi, lakini zinaweza kuathiri matokeo yao ya kitaaluma. Maendeleo chanya ya tabia ya kujifunza yanaweza kusababisha mafanikio ya baadaye ya wanafunzi wakati wanaendelea na maisha yao kote ndani na nje ya shule. Kama wanafunzi wanafanya kazi kwa kujitegemea, huchukua hatua na kuheshimu maadili ya darasa, stadi hizi zinakwenda sehemu nyingine nyingi za maisha yao.
Kwa taarifa zaidi
Tembelea tovuti ya Elimu ya Manitoba kwa taarifa zaidi kuhusu
• nini mtoto wako anajifunza kwenye maeneo mbalimbali ya masomo:
www.edu.gov.mb.ca/k12/cur/parents/ (English Program)
www.edu.gov.mb.ca/k12/cur/parents/fr_imm/ (French Immersion Program)
www.edu.gov.mb.ca/m12/progetu/parents/ (Français Program)
• sera na miongozo ya tathmini ya mwanafunzi:
www.edu.gov.mb.ca/k12/assess/
• Kadi ya Ripoti ya Taaluma:
www.edu.gov.mb.ca/k12/assess/report_cards/index.html
Maoni yako yanakaribishwa
Haujalishi ni mzazi au mlezi, mwalimu, mwanafunzi au mwanajamii, maoni yako kwenye kadi ya ripoti mpya ni ya muhimu. Kwa ujumla, umeona kadi ya ripoti inaeleweka na kukupatia taarifa? Kuna sehemu ya ripoti ambayo inaweza kuboreshwa zaidi?
Kama unataka kutoa maoni, tafadhali tuma barua kwenye anuani hapo chini au tembelea tovuti iliyotolewa hapo juu na jaza fomu na kutuma maoni yako sehemu ya kutoa maoni.
Inapatikana kwa njia nyingine kama ukiomba.
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Miaka ya tajiriba ya tafsiri: 16. Umesajiliwa katika ProZ.com: Apr 2014.
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Bio
As a linguist, I believe that passing information with accuracy and simplicity is a critical attribute all translator and interpreter must possess or learn to possess.
Honesty and respect for client timelines is a core value in this industry.
Utaalam