1995punjab512 PDF

PUNJABI 5 TO 12
Integrated Resource Package 1995

Province of
British Columbia
Ministry of
Education IRP 030
TABLE OF CONTENTS
PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE
Preface ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ III
INTRODUCTION TO PUNJABI 5 TO 12
Options for Punjabi Language Education ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 1

The Nature of the Subject ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 1
Rationale ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 2
Organization of the Curriculum ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 2
Instructional Strategies ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 4
Integration of Cross-Curricular Interests ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
4
Suggested Assessment Strategies ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 4
Learning Resources ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 6
THE PUNJABI 5 TO 12 CURRICULUM
Grade 5 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 8
Grade 6 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
16
Grade 7 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
24
Grade 8 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 32
Grade 9 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
40
Grade 10 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 48
Grade 11 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 56
Grade 12 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 64
THE INTRODUCTORY PUNJABI 11 CURRICULUM
Introduction ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 73
Introductory Punjabi 11 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
75
PUNJABI 5 TO 12 APPENDICES
Appendix A: Prescribed Learning Outcomes ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ A-3

Appendix B: Learning Resources ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ B-3
Appendix C: Cross-Curricular Interests ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ C-3
Appendix D: Assessment and Evaluation ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ D-3
Assessment and Evaluation Samples ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ D-7
Appendix E: Acknowledgments ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ E-3
Appendix F: Glossary and Punjabi Alphabet ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ F-3
Appendix G: Additional Resources ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ G-3
Appendix H: Planning Your Program ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ H-3
III
IV
I
mplementation of Punjabi 5 to 12 will know and be able to do in each grade.
begin in the fall of 1996, with full imple- Learning outcomes are clearly stated and
mentation in September 1997. This expressed in measurable terms. All learning
Integrated Resource Package (IRP) provides outcomes complete this stem: "It is expected
some of the basic information that teachers that students will . . . . " Outcome statements
will require to implement the curriculum. have been written to enable teachers to use
The information contained in this IRP is also their experience and professional judgment
available through the Internet. Contact the when planning and evaluating. The out-
Ministry of Education’s home page: comes are benchmarks that will permit the
http://www.educ.gov.bc.ca/ use of criterion-referenced performance
standards. It is expected that actual student
THE INTRODUCTION performance will vary. Evaluation, reporting,
and student placement with respect to these
The Introduction provides general informa-
outcomes depends on the professional
tion about Punjabi 5 to 12, including special
judgment of teachers, guided by provincial
features and requirements. It also provides a
policy.
rationale for the subject—why Punjabi is
taught in BC schools—and an explanation of
Suggested Instructional Strategies
the curriculum organizers.
Instruction involves the use of techniques,
THE PUNJABI 5 TO 12 CURRICULUM activities, and methods that can be employed
to meet diverse student needs and to deliver
The provincially prescribed curriculum for
the prescribed curriculum. Teachers are free
Punjabi 5 to 12 is structured in terms of
to adapt the suggested instructional strat-
curriculum organizers. The main body of this
egies or substitute others that will enable
IRP consists of four columns of information
their students to achieve the prescribed
for each organizer. These columns describe:
outcomes. These strategies have been
• provincially prescribed learning outcome developed by specialist and generalist
statements for Punjabi 5 to 12 teachers to assist their colleagues; they are
• suggested instructional strategies for suggestions only.
achieving the outcomes
• suggested assessment strategies for deter- Suggested Assessment Strategies
mining how well students are
The assessment strategies suggest a variety
achieving the outcomes
of ways to gather information about student
• provincially recommended learning
performance. Some assessment strategies
resources
relate to specific activities; others are general.
These strategies have been developed by
Prescribed Learning Outcomes
specialist and generalist teachers to assist
Learning outcome statements are content their colleagues; they are suggestions only.
standards for the provincial education
system. Learning outcomes set out the Provincially Recommended Learning
knowledge, enduring ideas, issues, concepts, Resources
skills, and attitudes for each subject. They are
Provincially recommended learning
statements of what students are expected to
resources are materials that have been
V
reviewed and evaluated by British Columbia • Appendix D contains assistance for

teachers in collaboration with the Ministry of teachers related to provincial evaluation
Education according to a stringent set of and reporting policy. Curriculum
criteria. They are typically materials suitable outcomes have been used as the source
for student use, but they may also include for examples of criterion-referenced
information primarily intended for teachers. evaluations.
Teachers and school districts are encouraged
• Appendix E acknowledges the many
to select those resources that they find most
people and organizations that have been
relevant and useful for their students, and to
involved in the development of this IRP.
supplement these with locally approved
materials and resources to meet specific local • Appendix F contains the Punjabi
needs. The recommended resources listed in (Gurmukhi) alphabet and a glossary of
the main body of this IRP are those that have terms specific to the Punjabi curriculum.
a comprehensive coverage of significant
• Appendix G contains additional resource
portions of the curriculum, or those that
materials.
provide a unique support to a specific
segment of the curriculum. Appendix B • Appendix H provides further support for
contains a complete listing of provincially planning and implementing a Punjabi
recommended learning resources to support program.
this curriculum.
THE APPENDICES
A series of appendices provides additional
information about the curriculum, and
further support for the teacher.
• Appendix A contains a listing of the
prescribed learning outcomes for the
curriculum arranged by curriculum
organizer and by grade.
• Appendix B contains a comprehensive
listing of the provincially recommended
learning resources for this curriculum.
As new resources are evaluated, this
appendix will be updated.
• Appendix C outlines the cross-curricular
reviews used to ensure that concerns such
as equity, access, and the inclusion of
specific topics are addressed by all
components of the IRP.
VI
Grade GRADE 12 • Interpersonal Communication Curriculum Organizer
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

In Grade 12 Punjabi, many students can communicate in
It is expected that students will: a wide variety of situations. Their written work is clear
Prescribed Learning and well organized.
• exchange opinions and beliefs on topics of interest
Outcomes • defend a viewpoint • With the whole class, create a simple model résumé and
• express plans, goals, and intentions cover letter. Introduce new vocabulary related to
• demonstrate understanding of a wide range of describing personal experience and qualifications. Then
idiomatic expressions have students work in pairs to write personal résumés
The Prescribed Learning • communicate effectively and spontaneously in
common life situations
and cover letters in Punjabi, following the model.
Review these for accuracy and appropriateness.
Outcomes column of this • Conduct a brainstorming session to generate a list of
questions that:
IRP lists the specific - someone looking for a job might ask an interviewer
learning outcomes for about the organization

- an interviewer might ask a prospective job applicant
Suggested Instructional
each curriculum Students select and write down the questions they would
like to use from each list. Working in pairs, they then take
Strategies
turns interviewing each other.
organizer or sub- • Extend the activity by having students remain in pairs
organizer. These aid the and write up the answers to each question in point
form.
The Suggested
• Have students read a classified ad and make a list of
teacher in day-to-day qualifications for that job. Instructional Strategies
• Encourage students to apply for Work Experience
planning. placements that require them to use their Punjabi skills. column of this IRP
• At the conclusion of a Punjabi-oriented work placement,
ask students to prepare a report on their experience. suggests a variety of
This could take the form of an album (class or
individual) that includes photos, a description of the instructional approaches
organization and job, and personal reactions to the
placement. that include group work,
problem solving, and the
use of technology. Teachers
should consider these as
examples that they might
modify to suit the
developmental levels of
their students.
Grade GRADE 12 • Interpersonal Communication Curriculum Organizer
Suggested Assessment SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Strategies Students at this level are expected to demonstrate
ease and control in a variety of situations when they Print Materials
communicate orally and in writing. Assessment
activities and criteria focus on students’
The Suggested communication strategies as well as their facility
with oral and written language.
• G. C. S. E. Panjabi
• Oxford Picture Dictionary English-Punjabi
Assessment Strategies • Provide frequent opportunities for students to
•
•
Punjabi-English Dictionary
Simple Punjabi Grammar
offer a wide range of interact in partner, small group, and class activities
in which they discuss topics and present
different assessment viewpoints. Note the extent to which they are
able to:
Software
approaches useful in - volunteer information and ideas to stimulate

discussion • Anandpursahib Lippi Fonts
evaluating the Prescribed - express opinions and beliefs clearly
- offer logical details, examples, and reasons to
• GurbaniLippi/Amrit Lippi Fonts
support their opinions

Learning Outcomes. - ask questions to extend and clarify information
Teachers should consider the

- use appropriate strategies to improve
communication (e.g., repeating, rephrasing, self-
Recommended Learning
these as examples they
correcting, adapting known structures and
vocabulary).
Resources
• Focus responses to student résumés and cover
might modify to suit their letters on criteria previously discussed in class.
These may include:
own needs and the - career plans and goals stated clearly The Recommended
- details of personal qualifications and short-term
instructional goals. goals provided Learning Resources
- points are clear and logically sequenced
- vocabulary and style are appropriate and concise component of this IRP is a
- employs correct business letter format (salutation,
closure) compilation of provincially
- uses correct punctuation, spelling, and sentence
structures recommended resources
• As students role-play job interviews, use a class list
or checklist to note observations. Collect students’ that support the Prescribed
interview questions and point-form answer sheets,
along with a brief peer assessment in which the Learning Outcomes. A
“interviewer” explains whether she or he would
hire the candidate, and why or why not. complete list including a
short description of the
resource, its media type,
and distributor are
included in Appendix B of
this IRP.
VII
T
his Integrated Resource Package sets choose to offer an Introductory Punjabi 11
out the provincially prescribed course to prepare students for Punjabi 11.
curriculum for Punjabi language The provincially prescribed curriculum for
education, grades 5 to 12. The development Introductory Punjabi 11 has accordingly been
of this Integrated Resource Package has been set out in this Integrated Resource Package.
guided by the principles of learning:
THE NATURE OF THE SUBJECT
• learning requires the active participation
of the student Punjabi language education is the experience
• people learn in a variety of ways and at and study of language and culture. The
different rates curriculum set out in this Integrated
• learning is both an individual and a group Resource Package is designed to serve the
process learning needs of all students, whether or
not they have exposure to the language in
OPTIONS FOR PUNJABI LANGUAGE the home. The Punjabi language that is the
EDUCATION subject of this curriculum is understood to
be standard Punjabi (see the Glossary in
To ensure that they receive a broad education
Appendix F). While this language can be
program, all students must take studies in a
represented in a variety of written forms, for
second language as part of the required
the purposes of this document, Punjabi
curriculum in grades 5 to 8 (see the Special
alphabet is understood to refer to Gurmukhi
Needs section in this Introduction for
script.
information on the sole exception to this
requirement). Core French will be the second The aim of Punjabi language education is to
language, unless a school district elects to develop communication skills and promote
offer an alternative language program such lifelong learning and positive attitudes that
as Punjabi in one or more of its schools. encourage awareness and understanding of
School districts will base their selection of cultural diversity. More specifically, the
alternative second-language offerings on curriculum focusses on the development of
community demand, student enrolment, and communicative competence (see the
availability of instructional resources. Glossary in Appendix F). This involves:
In grades 9 to 12, students may choose to • a recognition that the main function of
pursue second-language studies offered in language is to communicate meaning for
their district. In grades 11 and 12, Punjabi real-life purposes
language studies that enable students to • an emphasis on communicative language
successfully pass the Punjabi grade 12 practice as a context for skill development
provincial exam will typically be offered as (that is, the use of communicative instruc-
two four-credit selected studies courses. tional methods wherein language learning
Consistent with district placement policy, becomes performance with language,
students would be required to have rather than mere acquisition of knowledge
completed some previous Punjabi language about language)
studies in order to participate in these • the establishment of a strong connection
courses. In cases where students have been between school learning and the practical
unable to complete prerequisite studies in skills needed in society beyond the class-
Punjabi in grades 5 to 10, districts may room
9
To support this communicative approach, of Punjabi language and culture affords them
curriculum-related instructional activities lifelong benefits, including:
suggested in this Integrated Resource
• an increased range of career opportunities
Package are all designed to be conducted in
• a broadened global perspective
Punjabi, with only minimal use of English.
• expanded insight into their own cultures
The study of Punjabi through to the end of • increased respect for other cultures
Grade 12 will provide students with a solid
Exposure to the expression of Punjabi
foundation of communicative competence.
language and culture in its many forms also
Such a foundation will give them the ability
furthers students’ intellectual, emotional,
to pursue further study in Punjabi or engage
and social development during their school
in meaningful communication within a
years. Applying specific communication
Punjabi-speaking environment with increas-
strategies helps students:
ing confidence and fluency.
• practise taking risks and develop self-
RATIONALE confidence
• acquire verbal and non-verbal interper-
Punjabi is a regional language of India and is
sonal skills
widely understood throughout the country.
• develop sensitivity to culture and an
It is also the official language of Punjab. In
augmented aesthetic awareness
addition, it is spoken in several other coun-
• develop critical thinking and learning
tries around the world (such as Singapore
skills such as active listening, predicting,
and Canada) where immigrant communities
generalizing, imagining, categorizing, and
have become part of the cultural mosaic. In
utilizing resources (human, print, and
British Columbia, the Punjabi community
technology)
has been established since early in the
century and now numbers over 150 000. In In communities that already include a
some BC school districts, students of Punjabi Punjabi-speaking population, the availability
background constitute the third-largest of Punjabi language education programs can
group of students. have community-wide benefits. Trust and
co-operation within a community and
This Punjabi-speaking community provides
between school and community can be
British Columbia with an important window
increased (this Integrated Resource Package
on the world. Today, as never before, the
specifically promotes school and community
economic and social demands of a global
partnerships to enhance learning). Punjabi
marketplace require citizens in all walks of
language education enhances cross-cultural
life to interact with a wide variety of cultures
communication and positive self-concept by
and to adapt to new situations. By providing
encouraging students of various back-
support for students who wish to develop
grounds to learn together and interact with
their understanding of Punjabi language and
each other.
culture, schools maintain and enhance the
cultural vitality of the province and contrib-
ORGANIZATION OF THE CURRICULUM
ute to potential future prosperity born of
increased economic and social ties with Punjabi language education includes four
communities around the world. The under- interrelated curriculum organizers: Interper-
standing that students gain through a study sonal Communication, Informational
10
Communication, Creative Works, and maturity and to their levels of fluency and
Cultural Contexts. These curriculum knowledge of the language).
organizers offer a coherent means of group-
Various technologies and media are increas-
ing the learning outcomes at each grade
ingly influencing the way in which people
level, and they describe general aspects of
throughout the world communicate. Tech-
Punjabi language education that must be
nologies and media relevant for language
considered in any program of instruction.
learning include Multicultural TV, the
Classroom teachers may, however, address
Knowledge Network, language-learning
the learning outcomes for a particular grade
software, Internet, CD-ROM, microfiche,
in any order or combination. It is understood
audiotape, videotape, and laserdisc.
that effective instruction will integrate
instruction related to the four organizers.
Creative Works
Interpersonal Communication Students listen to, read, produce, and view
creative works in various forms of expres-
Effective language learning involves both the
sion in Punjabi (e.g., literature, film, dance,
awareness and understanding of the charac-
art). They develop a personal response to
teristic linguistic elements (e.g., pronunciation,
creative works in Punjabi (e.g., poetry,
written system, sentence structure, vocabu-
journal entries, dramas, songs, painting).
lary) and the ability to apply this knowledge
in meaningful communicative contexts.
Cultural Contexts
The four language skill elements integral to
Language and culture are inseparable.
the effective learning of Punjabi (listening,
Language is most meaningful when
speaking, reading, and writing) are
experienced within cultural contexts. Basic
interdependent and interrelated, and apply
cultural understanding enhances the
to learning Punjabi at all grade levels. The
language-learning process. An attention
relative emphasis given to each skill element
to intonation, facial expression, body
will vary according to students’ current
language, and emotions as appropriate to the
levels of linguistic experience, individual
specific situation is important to effective
needs and interests, and the activities in
communication.
which they are involved.
Punjabi culture involves traditions arising
Informational Communication from a long history that has been
influenced by religious, social, economic,
Punjabi is used to acquire information from
and political changes. The culture and
Punjabi language resources for a variety of
language component of the curriculum does
authentic purposes. An authentic purpose
not intend to include Punjabi culture as a
engages students in thoughtful learning and
whole, but rather to provide students with
is meaningful and relevant to their lives.
experiences to help them build a basic
Sources from which information is to be
cultural understanding and appreciation,
extracted should be age- and level-appropri-
and to stimulate further interest. Learning
ate and chosen to include a balance of
about another culture promotes an aware-
non-fiction, fiction, and media forms (level-
ness of the global community and allows
appropriate refers to the students’ levels of
students to better understand and appreciate
their own cultural heritage.
11
INSTRUCTIONAL STRATEGIES See Appendix C: Cross-Curricular Interests

for more information.
Instructional strategies have been included
for each curriculum organizer and grade Students with Special Needs
level. These strategies are suggestions only,
Ministry of Education policy states that all
designed to provide guidance for generalist
students must take a second language as part
and specialist teachers planning instruction
of the required curriculum in grades 5 to 8,
to meet the prescribed learning outcomes.
except those who may be exempted for
The strategies may be either teacher directed
special needs. However, this does not mean
or student directed, or both. It should be
that all students who have been identified
noted that there is not necessarily a one-to-
as having special needs should be exempted.
one relationship between learning outcomes
Second-language study may actually
and instructional strategies, nor is this
enhance first-language development for
organization intended to prescribe a linear
some students.
means of course delivery; it is expected that
teachers will adapt, modify, combine, and Decisions to exempt a student from taking a
organize instructional strategies to meet the second language should be made only after
needs of students and respond to local considering the following:
requirements.
• assessment information about the
INTEGRATION OF CROSS-CURRICULAR student’s cognitive, sensory, or physical
INTERESTS disabilities
• whether it is in the student’s best interest
Throughout the curriculum development to concentrate on the acquisition of
and revision process, the advice of experts English
has been invited to ensure that relevance,
equity, and accessibility issues are addressed When a student is exempted for special
in all Integrated Resource Packages. needs, this must be documented as part
of the Individual Education Plan (IEP).
The recommendations of these cross-
For example, students who are deaf might
curricular reviews have been integrated into
have difficulty with the oral sections of a
the prescribed learning outcomes, suggested
second-language curriculum. Other students
instructional strategies, and assessment
who are experiencing difficulty establishing
strategies components of all curriculum with
communication might concentrate on devel-
respect to the following:
oping an alternative communication system
• Applied Focus such as Bliss symbols or voice computer
• Career Development technology. Students with language
• Multiculturalism and Anti-Racism processing disabilities may have difficulties
• English as a Second Language (ESL) which would preclude second-language
• Special Needs study. Such exemptions should include
• Aboriginal Studies consultation with parents or guardians as
• Gender Equity part of the IEP process.
• Information Technology
• Media Education
• Science-Technology-Society
• Environment and Sustainability
12
SUGGESTED ASSESSMENT STRATEGIES areas requiring diagnostic teaching and

intervention. Teachers base their evaluation
Teachers determine the best assessment
of a student’s performance on the informa-
methods for their students. The assessment
tion collected through assessment. They use
strategies in this document describe a variety
their insight, knowledge about learning, and
of ideas and methods for gathering evidence
experience with students, along with the
of student performance. The assessment
specific criteria they establish, to make
strategies for a particular organizer always
judgments about student performance.
include specific examples of assessment
strategies. Some strategies relate to particular Teachers determine: the purpose, aspects,
activities, while others are general and or attributes of learning on which to focus
could apply to any activity. These specific the assessment; when to collect the evidence;
strategies may be introduced by a context and the assessment methods, tools, or
statement that explains how students at techniques most appropriate to use. Assess-
this age can demonstrate their learning, ment focusses on the critical or significant
what teachers can look for, and how this aspects of the learning to be demonstrated
information can be used to adapt further by the student. Students benefit when they
instruction. clearly understand the learning goals and
learning expectations.
About the Provincial Learning Assessment
The assessment of student performance is
Program
based on a wide variety of methods and
The Provincial Learning Assessment tools, ranging from portfolio assessment to
Program gathers information on students’ pencil-and-paper tests. Appendix D includes
performance throughout the province. a more detailed discussion of assessment and
Results from these assessments are used in evaluation.
the development and revision of curricula
and provide information about teaching Provincial Reference Sets
and learning in BC. Where appropriate,
The provincial reference sets can also help
knowledge gained from these assessments
teachers assess the skills that students
has influenced the assessment strategies
acquire across curricular areas. These are:
suggested in this IRP.
• Evaluating Reading Across Curriculum
About Assessment in General (RB 0034)
• Evaluating Writing Across Curriculum
Assessment is the systematic process of
(RB 0020 & RB 0021)
gathering information about students’
• Evaluating Problem Solving Across
learning in order to describe what they
Curriculum (RB 0053)
know, are able to do, and are working
• Evaluating Group Communication Skills
toward. From the evidence and information
Across Curriculum (RB 0051)
collected in assessments, teachers describe
• Evaluating Mathematical Development Across
each student’s learning and performance.
Curriculum (RB 0052)
They use this information to provide
students with ongoing feedback, plan
further instructional and learning activities,
set subsequent learning goals, and determine
13
A series of assessment handbooks developed versions of some selected resources (Braille

to provide guidance for teachers as they and taped-book formats) are available.
explore and expand their assessment
Learning resources for use in British
repertoires is also available.
Columbia schools fall into one of two
• Performance Assessment (XX0246) categories: provincially recommended materials
• Portfolio Assessment (XX0247) or locally evaluated materials.
• Student-Centred Conferencing (XX0248)
All learning resources used in schools
• Student Self-Assessment (XX0249)
must have recommended designation or be
approved through district evaluation and
LEARNING RESOURCES
approval policies.
The Ministry of Education promotes the
establishment of a resource-rich learning Provincially Recommended Materials
environment through the evaluation of
Materials evaluated through the provincial
educationally appropriate materials intended
evaluation process and approved through
for use by teachers and students. The media
Minister’s Order are categorized as
formats include, but are not limited to,
recommended materials. These resources
materials in print, video, and software, as
are listed in the print and CD-ROM versions
well as combinations of these formats.
of the Catalogue of Learning Resources.
Resources that support provincial curricula
are identified through an evaluation process
Locally Evaluated Materials
which is carried out by practicing teachers. It
is expected that teachers will select resources Learning resources may be approved for use
from those that meet the provincial criteria according to district policies, which provide
and that suit their particular pedagogical for local evaluation and selection procedures.
needs and audiences. Teachers who wish
to use non-provincially recommended A Note on Authorized Materials
resources to meet specific local needs must
Authorized status will no longer exist as new
have these resources evaluated through a
learning resources are evaluated and selected
local district approval process.
for all new provincial curricula and courses.
The use of learning resources involves the Those existing authorized resources which
teacher as a facilitator of learning. However, meet the needs of new curricula and courses
students may be expected to have some are given recommended status.
choice in materials for specific purposes such
as independent reading or research. Teachers
are expected to use a variety of resources to
support learning outcomes at any particular
level. A multimedia approach is encouraged.
Some selected resources have been identified
to support cross-curricular integration.
The ministry also considers special needs
audiences in the evaluation and annotation
of learning resources. As well, special-format
14
CURRICULUM
Punjabi 5 to 12
GRADE 5 • Interpersonal Communication

For many students, this is their first exposure to a
It is expected that students will:
second language. Since Grade 5 sets the stage for
• use common expressions and vocabulary for years to come, it is important that the language-
familiar objects learning experience be non-threatening, rewarding,
• introduce themselves and others, using and enjoyable. Give students every opportunity to
appropriate family relationship terms in the hear, repeat, and have fun with the language.
case of family introductions Routinely give classroom instructions in Punjabi.
• exchange simple greetings Encourage students to use drawings and other
• make and respond to simple requests visual aids to extend communication beyond their
• respond to and give basic instructions limited Punjabi.
• Model patterns for greetings in Punjabi. Have

students sit or stand in a circle, and begin with
(e.g.,
). The next student repeats the
greeting to the next person. Students mingle and
practise these phrases.
• Use a similar approach to introduce information
about age, birthday, address, phone number, and
so on.
• Create a generic family tree to introduce vocabu-
lary for family relations.
• As vocabulary for classroom objects is intro-
duced, label them in Punjabi to reinforce word
recognition.
• Have students create and maintain a picture
dictionary.
• Use name tags as part of the daily greeting to
reinforce the connection between written and oral
language.
• Put a number of common objects on a table. In
Punjabi, invite a student to take an object, give it
to someone else, and then return it to the table.
For example, ask:
Do this several times. Then ask students to give the

instructions to each other.
16
GRADE 5 • Interpersonal Communition
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Taking risks is an important part of learning a
language. To explore and practise their emerging Print Materials
language skills, students need to develop the
confidence that comes from receiving • Amardeep Punjabi Sulekh Mala, 2
encouragement and constructive feedback. They • Oxford Picture Dictionary English-Punjabi
need to know that errors will be accepted as a • The Panjabi Alphabet Guide Work Book (With
necessary part of language learning. Teacher and Pictures)
peer assessment can help students practise their new • Panjabi Book 1, 2, 3
skills effectively and gain confidence in them. • The Panjabi Guide (Work Book)
• Panjabi Made Easy
• As students participate in oral activities, use a
• Panjabi Workbook
checklist or class list to record notes. At times,
• A Pictorial Panjabi-English Dictionary
consider focussing on a small group of students
• Punjabi Posters
while others practise. Look for evidence of
• Punjabi Rachna
growth in students’ abilities to:
• Star Children’s Picture Dictionary
- listen and respond with ease and confidence
• Sumit Shabad Bodh
- choose appropriate forms of address for the
teacher and for peers
- recognize and respond when someone greets
Software
or addresses them
- repeat modelled phrases independently
• Anandpursahib Lippi Fonts
- respond to simple requests or instructions
- self-correct (evidence of ability to listen to
• Matra Primer
themselves)
• Panjabi Kaida
• Assess the extent to which students are able to
accurately match images and corresponding
written or spoken words. For example, have they
correctly matched labels and pictures in their
picture dictionaries and organized them in a
useful way (e.g., by initial letter or in categories
according to meaning)?
• Self-assessment is an important part of language
learning. As students develop and practise
language skills, keeping track of what and how
they are learning can increase their confidence
and help them focus their efforts. For example,
students can keep a list of things they have
learned to do.
17
GRADE 5 • Informational Communication

Information sources should be simple and already
familiar to students. Using a new language to work
• extract specific information from various with something familiar will increase their
sources to complete authentic tasks by using enjoyment and success.
oral language and visuals
• Have students practise telling time with a model
clock. (Using a clock will help students feel
comfortable with the numbers 1–12.)
• Use a calendar daily to introduce the days of the
week, the months of the year, and important
dates in students’ lives (e.g., holidays, birthdays,
festivals).
• Choose a simple story with limited vocabulary
and considerable visual accompaniment, and tell
the story in Punjabi. Use the visuals to help
students comprehend the story line. To build
vocabulary and comprehension, go through the
story several times, focussing on the names of
characters, specific objects, and so on. As students
become familiar with the story, extend the
activity by having them:
- dramatize the story
- retell the story using visual prompts
- illustrate the story
• Using visuals that depict a variety of occupations,
have students identify the names of the occupa-
tions in Punjabi. Ask pairs of students to mime
actions related to the occupations and perform
them for their classmates. Classmates try to guess
the occupation.
18

Students demonstrate their abilities to acquire and
use information when they have opportunities to Print Materials
work on meaningful tasks using a variety of
resources in the classroom and the community. • Oxford Picture Dictionary English-Punjabi
Because students are likely to have limited written • Panjabi Book 1, 2, 3
and oral Punjabi skills at this level, they will • Panjabi Made Easy
frequently rely on visual and concrete • A Pictorial Panjabi-English Dictionary
representations to convey what they have learned. • Punjabi Posters
• When students are working with Punjabi • Punjabi Rachna
resources, note and support their efforts to: • Star Children’s Picture Dictionary
- apply what they have learned to new
situations
- use visual cues (e.g., illustrations, graphics)
- make predictions based on what they know
about stories and other genres
• As students work with the model clock, look for
evidence that they are increasingly confident and
accurate in:
- recognizing the numbers 1–12
- telling the time orally (to the nearest quarter-
hour)
- positioning the hands of the clock to show a
specific time
• Assess students’ comprehension of a simple
Punjabi story you have read or told them by
observing the extent to which they are able to:
- create a series of illustrations that present key
events in sequential order
- sequence illustrations that other students have
created
- mime the reaction of a character to a particular
event in the story
• When students listen to a Punjabi story or work
with other information, ask them to select one or
more words or phrases that they want to remem-
ber and use. Have them show the words through
sketches or cartoon bubbles and share them with
a partner. Discuss and review the words from
time to time.
19
GRADE 5 • Creative Works

Students enjoy opportunities to respond to Punjabi
songs, rhymes, and picture books in personal ways.
• respond in a personal way to creative works The teacher should provide creative works written
that they listen to or view in the Punjabi alphabet at an early stage. This is a
• produce visual creative works based on rewarding way for students to become familiar with
Punjabi resources the script.
• Have students listen to and learn a simple song.

As a follow-up, they can:
- create pictures illustrating the idea(s) of the
song
- create a free-form dance that expresses the
theme of the song
- use simple percussion instruments to reinforce
the rhythm and stress of the language
- work in pairs to make up a new line to the
song and present it in written or oral form
• Have students work in groups to design and
create greeting cards (e.g., for Mother’s Day,
Diwali, Vaisakhi). Students can illustrate their
cards and write simple messages according to the
theme of the event. To prepare for this activity,
elicit words related to the event and write them
out for all to see. The teacher might also create
lists of rhyming words or develop several sample
cards with the whole class.
20

When students are being introduced to creative
works in Punjabi, assessment should focus on their Print Materials
participation and interest. At this level, they are not
expected to show detailed understanding or to • Baal Geet
produce work that involves more than a simple • Sumit Punjabi Baal Geet
basic vocabulary.
• As students participate in creative activities, use a

checklist or class list to note evidence that Multimedia
individual students:
- participate willingly
• The Festival
- notice and comment on how the Punjabi works
are like others they have heard, seen, or read
- suggest ways to respond to or extend the
activity
• In assessing the students’ creative works in
response to a song, consider the extent to which
their responses:
- reflect an individual or personal response
- are consistent with the meaning of the lyrics
21
GRADE 5 • Cultural Contexts

The focus at this early stage of introduction to Punjabi
It is expected that students will: culture is on sharing information about personal
• demonstrate a familiarity with aspects of holidays and traditions. It is important that students feel
Punjabi games, sports, arts, customs, celebra- the classroom offers a safe environment of mutual
tions, and festivals respect.
• use language associated with Punjabi games,
• Focus on one of the Punjabi holiday celebrations (e.g.,
sports, arts, customs, celebrations, and
Diwali in late October or early November, Vaisakhi on
festivals
April 13th). Relate the holiday to other holidays with
• relate Punjabi games, sports, arts, customs,
which students are familiar. (For example, Vaisakhi,
celebrations, and festivals to those of their
like Thanksgiving, has reference to the harvest; it also
own and other cultures
signals a new year. Diwali, like Christmas, involves the
use of lights and an exchange of gifts.) Students can:
- make up a picture story illustrating holiday
preparations
- prepare one or more food items related to the
celebration
- prepare art posters and murals with captions
relating to the theme
- view videos showing how the holiday is celebrated
in Punjab
• Have students learn and play children’s games
common in Punjab such as Kotla-Chhapaaki (similar to
Duck-Duck-Goose) or Kikli (a partner-swinging
activity performed while chanting a simple song).
Students can more readily learn the game through
demonstration and direct involvement than by having
it explained.
22

The outcomes associated with cultural contexts do
not require extensive language skills. Students Print Materials
demonstrate their awareness and understanding by
participating in classroom activities. Assessment • Canadian Sikhs: History, Religion and
emphasizes observation and review of students’ Culture of Sikhs In North America
visual representations. • Encyclopaedia Of Sikh Religion And Culture
• In assessing students’ understanding and • Punjabis in Canada
appreciation of a given celebration, consider the • The Sikhs
extent to which their works (stories, posters,
murals, and so on) include key features associ-
ated with the event. In the case of Diwali, for Multimedia
example, students might be expected to include
references to diwa lights (oil lamps: Diwali is a
• The Festival
“festival of lights”); fireworks; sugar sweets;
giving gifts; Diwali greeting cards; special
clothing; the story of sixth guru, Guru Har
Gobind, coming out of Gwaliar Fort with 52 kings
(Sikh); Laxmi-Puja (Hindu).
• As students learn about games, sports, arts,
customs, celebrations, and festivals, they can
show their awareness of relationships across
cultures through a variety of visual representa-
tions. Assessment can be based on the number of
features they include, logic of the associations
they show, and accuracy of their portrayals of
cultural features in forms such as:
- Venn diagrams showing common and unique
features
- picture charts comparing features of a Punjabi
activity with related activities in other cultures
- a collage of pictures, symbols, and words from
a variety of cultures (e.g., greeting words,
birthday or wedding celebrations, titles of
family members)
23

Small-group activities give students opportunities to
practise a relatively limited vocabulary with new
• exchange information about likes, dislikes, topics and new situations.
and interests
• A Find Someone Who activity can help students
• make and respond to simple requests
learn the question form. In this activity, students
• respond to and give basic instructions
survey their classmates and the teacher about
• demonstrate an understanding of classroom
personal likes and dislikes. Using a preset list of
routines conducted in Punjabi
questions prepared by the teacher, students
• use formal and informal forms of address as
circulate among their classmates asking questions
appropriate
such as:
The survey might focus on a particular topic (e.g.,

food, clothing, sports). Create a survey using a grid
with symbols to help students record responses. The
whole class then shares the information.
• Bring samples of common, familiar foods to class

(e.g., fruits, vegetables, sweets). Have students
describe each food sample using one or more
categories (e.g., shape, colour, type, food group,
smell, taste). Ask students to classify the foods
under appropriate categories.
24

Focussed assessment, feedback, and reflection can
Print Materials
help students develop the confidence to take risks in
exploring and practising their language skills.
Students need to be certain that their errors will be • Amardeep Punjabi Sulekh Mala, 2
accepted as evidence they are working on their • Oxford Picture Dictionary English-Punjabi
language skills. At this level, assessment focusses on • Panjabi Book 1, 2, 3
the amount of language and meaning students are • The Panjabi Guide (Work Book)
able to produce. • Panjabi Made Easy
• As students talk about their likes and dislikes,
• A Pictorial Panjabi-English Dictionary
participate in role plays, and engage in classroom
• Punjabi Posters
routines, note and provide feedback on the extent
• Punjabi Rachna
to which they are able to:
• Star Children’s Picture Dictionary
- make themselves understood
• Sunder Sulekh Pustak
- ask questions
• Tamak Toon
- respond to simple and familiar questions
- show increasing comfort and confidence
- perform introductions and offer simple
greetings Software
• To practise skills and provide peer assessment
and feedback, have students work in pairs to • Anandpursahib Lippi Fonts
create word cubes (a cube made of paper or cards • GurbaniLippi/Amrit Lippi Fonts
that has a different word on each of six sides). • Matra Primer
Encourage them to choose words they think are • Panjabi Kaida
especially interesting or useful. Students can use
the cubes in groups of four to create a variety of
activities. For example, one pair can throw
another’s cube, then make a sentence using the
word that turns up. The pair who originally
selected the word checks the sentence and
provides feedback. Teachers can observe groups
to gather evidence about emerging language
skills.
25

Role play with pre-framed models allows students
to apply information from various sources. Students
• extract specific information from various can share and apply non-verbal strategies, (e.g.,
sources to complete authentic tasks orally, guessing, predicting) to develop confidence orally
visually, and in simple written form and with simple written work.
• Have students watch a video (or read or tell a

story) about a family celebration that involves
food and interactions between people who are
using different forms of appropriate address.
Students can then role-play the situation, focus-
sing on:
- introductions and greetings
- making requests (including asking for
permission)
- offers of food
- leave-taking
- formal and informal forms of speech
• Read or tell a story about a celebration that
involves food and interactions between people
using various forms of appropriate address.
Students can then role-play the situation or event.
• Present students with a set of related illustrations
(e.g., of people sharing food during a celebration)
and have them generate sentences orally to
describe what is happening. Have students work
with supplied sentence stems (or work indepen-
dently) to write sentences such as:
Students can then read their sentences to a partner.

• Encourage students to develop and use personal
picture dictionaries.
26

Although students have not yet acquired extensive
oral and written skills, they can demonstrate their Print Materials
abilities to use visual, print, and oral information
sources in a variety of other ways. Assessment • Oxford Picture Dictionary English-Punjabi
should consider the extent to which students are • Panjabi Book 1, 2, 3
able to both acquire information and then use that • Panjabi Made Easy
information to accomplish relevant and meaningful • A Pictorial Panjabi-English Dictionary
tasks. • Punjabi Posters
• When students are working with information, • Punjabi Rachna
watch for evidence that they are able to: • Star Children’s Picture Dictionary
- identify the main topic(s) • Tamak Toon
- focus on key words or phrases
- make logical predictions based on the situation
and their prior knowledge
- use strategies such as previewing, looking, and
listening for patterns; using context clues;
watching for body language and intonation
- persevere, even when they are not able to
understand most of what they see, hear, or
read
• At this level, students should not be expected to
acquire detailed understanding through listening
to or reading Punjabi sources. Assessment should
focus on key ideas—for example, to what extent
students are able to:
- present the main ideas in words or other forms
- follow a logical sequence when they represent
events or information
• When students present information orally, look
for evidence that they are increasingly able to
make themselves understood (e.g., in using
Punjabi pronunciation, they can distinguish
between the various d, t, r, and n sounds, and
produce nasal sounds that do not exist in
English).
• When students write Punjabi, check that they are
able to form an increasing number of recogniz-
able letters and numbers.
27

Exposure to a variety of creative works adds to
students’ enjoyment of the language.
• respond in a personal way to creative works Comprehension will be greater than expressive
that they listen to or view ability, so students should have opportunities to
• produce visual creative works based on show understanding in various ways.
Punjabi resources
• Have students watch a video of a Punjabi fable or
folk tale. Play part of the video. Ask students to
guess what the story is about and to predict what
might happen next. Continue playing the video
to confirm predictions. To extend this, students
could:
- dramatize the story
- illustrate the story
• Students may want to create a poster or adver-
tisement for the video. They should include the
name of the movie, the actors’ names, and any
other pertinent information.
28

At this level, assessment emphasizes student
interest and participation. In most cases, students Print Materials
will be able to respond at a more sophisticated level
than they can show through oral and written • Phull Piare Piare
language. Assessment will frequently rely on • Sumit Punjabi Baal Geet
evidence from visual, dramatic, or musical • Tamak Toon
representations, as well as on students’ enthusiasm
and contributions.
• Note students’ participation in and response to Multimedia

creative works and activities in Punjabi. Students
may show their interest by:
• The Festival
- voluntarily bringing Punjabi works to class
- commenting on works or activities they notice
at home or in the community
- suggesting that the class repeat or extend
creative activities they have enjoyed
- being attentive when a new activity is intro-
duced
- taking risks in order to take part in creative
activities that may be difficult for them at first
• When students make posters about the videos
they watch, look for evidence that they have:
- incorporated key ideas, events, or characters
from the video
- tried to interest or intrigue their audience by
using interesting details
29

As students explore a variety of Punjabi customs
and traditions, it is important to encourage respect
• demonstrate a knowledge of Punjabi games, and trust in the classroom. Emphasize ways in
sports, arts, customs, celebrations, and which diversity enriches the classroom experience
festivals and brings Punjabi culture to life.
• use language associated with Punjabi games,
• Watch a video or live performance of a group
sports, arts, customs, celebrations, and
performing a Punjabi dance such as Bhangra or
festivals
Gidha. Have students familiarize themselves with
• identify similarities and differences between
the music and lyrics, then begin creating imitative
Punjabi games, sports, arts, customs, celebra-
moves that fit with the rhythm and words.
tions, and festivals and those of their own
• Students can build and fly kites, a common
and other cultures
pastime in India. As students work with the kites,
help them learn some related vocabulary.
Decorate the classroom or hallways with the
finished kites.
• Teach students a distinctive Punjabi sport such as
Kabaddi (a game similar to Red Rover) or Khudo
Khundi (field hockey) and the vocabulary associ-
ated with it. Note that these sports can become
rough and may need to be adapted for some
students. Consider teaching Khoh-Khoh, which is a
less aggressive variant of Kabaddi.
• Once students have learned the Punjabi games,
ask them to compare them to more familiar
pastimes (e.g., rugby, Red Rover).
• Have students brainstorm schoolyard games that
are common in Canada (e.g., jacks, marbles,
skipping, hopscotch). Choose one that has a
Punjabi counterpart (several versions of hop-
scotch are played in Punjab), and teach it in
Punjabi. Invite students to play the game in
Punjabi.
30

Since students’ Punjabi language skills at this point
may be limited, they should have opportunities to Print Materials
demonstrate their awareness and understanding in
ways that do not depend upon language. • Canadian Sikhs: History, Religion and
• Frequently ask students to describe the cultural Culture of Sikhs In North America
activities in which they are engaged. Encourage • Encyclopaedia Of Sikh Religion And Culture
the use of Punjabi, but be aware that their • Punjabis in Canada
understanding of the activities will exceed their • The Sikh Canadians
language abilities at this stage. Some English • The Sikhs
words may be used. Look for evidence that they:
- understand the activity
- recognize its significance or relationship to Multimedia
other aspects of Punjabi culture
- use vocabulary related to the activity • The Festival
- comment on how it is the same or different
from cultural activities in other cultures
• During dance and game activities, note the extent
to which students show interest and understand-
ing. For example:
- follow oral instructions
- begin to sing along with parts of a song
- imitate the moves of a dance and show the
appropriate mood (e.g., serious, comic, happy,
sad) through their movements
- follow the rules of a game and play to
completion
- use key vocabulary terms associated with the
game or dance
• Students can reinforce and reflect on their
cultural understanding by making a visual record
about selected cultural activities. For example,
they might create and label a sketch, collage, or
photograph; make a web chart or collage of
words they associate with the activity; or draw
and label equipment, clothing, or symbols
associated with a particular activity.
31
GRADE 7 • Interpersonal Communications

At this level, students are building on the repeated
expressions and language they have learned, and
• communicate with others to complete a task can begin to express ideas in complete messages or
• discuss personal likes, dislikes, and interests short interactions. Writing can involve some simple
• exchange information about day-to-day sentence construction.
situations, events, and activities
• As a class, brainstorm and list on the board all the
extra-curricular activities that students and the
appropriate
teacher are involved in each week. Students can
• use Punjabi to participate in classroom
then use the list to create personal week-at-a-
activities
glance schedules. Have them share with a partner
and compare their weekly activities.
• As a small-group activity, have students count
how many in their group are doing the same or
similar activities each day.
• Students can use a grid to record and share
likes, dislikes, and interests in extra-curricular
activities. Findings should be reported back to the
class.
• To initiate a study of a celebration such as
Vaisakhi, have students brainstorm a list of things
they already know and what they think might be
interesting to find out about this celebration (try
to have students express personal viewpoints as
part of the brainstorm). Alternatively, identify
some features of Vaisakhi that students could
learn more about. These might include the
significance of Sikhs’ use of the names Singh
(male) and Kaur (female), food associated with
the event, or the five Ks:
sword
bracelet
hair
undergarment
comb
• At this level, personal dictionaries can be

extended to include the Punjabi alphabet.
32

At this level, assessment focusses on students’
abilities to interact using words and structures they Print Materials
have practised. Students show their increasing
fluency and confidence by using Punjabi to • G. C. S. E. Panjabi
complete a larger range of classroom activities. • Oxford Picture Dictionary English-Punjabi
• As students engage in class and group activities, • Panjabi Book 1, 2, 3
look for evidence that they are increasingly able to: • The Panjabi Guide (Work Book)
- understand what the teacher and other • Panjabi Made Easy
students say • Panjabi Workbook
- make themselves understood • A Pictorial Panjabi-English Dictionary
- participate in simple, short interactions with • Punjabi Alphabet—Part One
little teacher prompting • Punjabi Posters
- risk using Punjabi in classroom activities • Punjabi Rachna
- use simple, familiar vocabulary and structures • Star Children’s Picture Dictionary
(e.g., short statements, one- or two-word • Sunder Sulekh Pustak
answers, simple questions formed with the • Tamak Toon
five question words)
• Periodically review students’ personal diction-
aries and journals to assess and support their Software
efforts to:
- match labels and pictures • Anandpursahib Lippi Fonts
- write simple, understandable messages • GurbaniLippi/Amrit Lippi Fonts
- form an increasing number of recognizable • Matra Primer
letters and words
- form phrases and sentences by sequencing
words appropriately
• Encourage students to set personal daily or
weekly goals for using Punjabi in and out of
school. At the end of each class or week, they can
review their goals and decide how they are
progressing. Teachers may provide sample goal
statements in Punjabi. Here are a few examples:
- I am going to talk to _______ about _______.
- I am going to speak at least _______ times in
class today.
- I am going to use two new words today:
_______ and _______.
- I am going to write a message about _______ to
_______.
33

Students have by now gained familiarity with
It is expected that students will: finding information in age-appropriate resources.
• extract information from various sources to They are able to use strategies such as guessing the
complete authentic tasks in simple oral and meaning or substituting language to deal with
written form unfamiliar words.
• Have students choose items from a restaurant

menu to prepare a celebration with family or
friends. They should select items to fit within a
specific monetary amount.
• Extend the previous activity by having students
role-play a situation in a restaurant.
34

At this stage, students’ representations should use
language frequently, though the language may be Print Materials
combined or supplemented with dance, music, or
visual representations. Because the authentic nature • G. C. S. E. Panjabi
of the tasks is a key factor in assessing student • Oxford Picture Dictionary English-Punjabi
development for this organizer, students should • Panjabi Book 1, 2, 3
frequently be involved in designing and making • Panjabi Made Easy
choices about their tasks and assignments. • A Pictorial Panjabi-English Dictionary
• Circulate, asking questions and providing • Punjabi Posters
feedback as students talk and work together. • Punjabi Rachna
Look for evidence that students are able to: • Star Children’s Picture Dictionary
- understand and respond to questions • Tamak Toon
- make short, simple statements about the
activity
- ask for help when they need it
- use understandable language to talk about
time
• Look at students’ written work for evidence that
they are able to:
- combine words and pictures to convey simple
meaning
- organize their work to make it easy to follow
- make their work interesting and appealing by
including details or using a variety of
language structures
• Assign partners and ask students to role-play
a situation that shows at least one effective
listening strategy for acquiring information. The
class may make a class chart listing the variety of
strategies portrayed.
35

Students can appreciate creative works when they
It is expected that students will: have an opportunity to relate them to personal
• respond in a personal way to creative works experience. Hands-on activities encourage a wider
that they listen to, view, or read range of experience.
• produce visual works and simple oral • To initiate a unit on myths and folk tales, select a
creative works based on Punjabi resources Punjabi tale or a story that has a Punjabi variant,
such as “Aladdin and the Magic Lamp.” Intro-
duce or review relevant vocabulary, trying to
elicit from students the meanings of words
whenever possible. Organize the class into
groups. Give each group a list of new or reviewed
vocabulary words. Include words that appear in
the story and some that do not. Groups should
sort the words that they predict will be in the
story into two categories: those they can say and
those they cannot. Have the groups also predict
what they believe the story will be about. Read
the story aloud and have students confirm their
predictions.
• Give students an opportunity to read, view, or
listen to resources that deal with a Punjabi
celebration. With Vaisakhi, for example, involve
them in putting together plans for a school-based
celebration of the occasion. Each group of
students takes on responsibility for one particular
aspect of the celebration. Choices might include:
- building a model of a Vaisakhi float
- putting together a Vaisakhi fashion show
- designing and distributing promotional
material
36

Students at this level are able to respond to and
create an increasing variety of simple creative Print Materials
works. Observation and self-assessment continue to
be important, but teachers can also collect written • Panja Putran Da Pio
work and visual representations to assess the • Phull Piare Piare
development of students’ creative skills and • Piare Piare Bole
responses. • Tamak Toon
• When students write and draw in response to
stories and drama they hear, read, or view, look
for evidence that they: Multimedia
- recognize the main idea
- show their personal feelings or ideas • The Festival
- try to take a unique twist or perspective
- include main characters (where appropriate)
- show the mood, feeling, or viewpoint of the
story (e.g., humour, tragedy, satire, moral
lesson)
- sequence key events (where appropriate)
• Activities connected with celebrations such as
Vaisakhi can be assessed for the creative processes
students use and the work they produce. For
example, groups can assess the extent to which
group members:
- generate a variety of ideas
- respect and encourage risk taking and
divergent thinking
- collaborate to develop a work plan
- contribute to the activity or product
- work together to overcome problems they
encounter
- are satisfied with the work they produce
• Have students keep an ongoing list of the creative
activities they are involved in. Work with them to
develop a set of symbols (perhaps computer-
generated) or Punjabi labels they can use to show
their personal assessment of three aspects of each
activity: how enjoyable it was, how easy it was,
and how effectively they participated.
37

Exploring myths and celebrations naturally
It is expected that students will: encourages awareness of similarities and differences
• demonstrate a knowledge of the language among students’ own cultures and family traditions.
needed to explain and participate in Punjabi
• To extend students’ understanding of common
games, sports, arts, customs, celebrations,
elements in Punjabi myths and stories, have them
and festivals
study several fables and then categorize common
• categorize similarities and differences
features of this type of literature (e.g., good
between Punjabi games, sports, arts, customs,
versus evil, moral endings, magical or super-
celebrations, and festivals and those of their
natural events, elements of the natural world
own and other cultures
personified).
• Invite students to compare Punjabi myths and
stories with similar stories from other cultures.
They could choose stories from varied media,
such as film animation, ballads, and so on. Some
Punjabi stories closely resemble tales familiar to
Western readers. For example, “The Golden Fish”
is similar to Grimm’s fairy tale,
“The Fisherman’s Wife.” Students can also
compare Punjabi myths and folk tales with
Aboriginal stories.
• Students could represent their knowledge of
Vaisakhi in ways such as:
- creating related artwork
- developing an oral presentation with props
- demonstrating the procedures involved in
preparing a festive food
- assembling a display of labelled objects that
relate to the holiday
Students could complete these projects in small
groups.
• To develop students’ sense of the similarities and

differences between Vaisakhi and comparable
celebrations in other cultures, have them create
(as a whole class or in small groups) a Venn
diagram showing both common and different
elements.
38

Students demonstrate their cultural knowledge
through talking, writing, representing, and Print Materials
engaging in classroom activities. At this level,
assessment will usually rely on teacher and peer
• Canadian Sikhs: History, Religion and
observation, discussion, and self-assessment, with
Culture of Sikhs In North America
minimal language demands.
• Encyclopaedia Of Sikh Religion And Culture
• When assessing students’ knowledge of a • Panja Putran Da Pio
celebration such as Vaisakhi, look at the extent to • Punjabis in Canada
which they include a variety of aspects of the • The Sikh Canadians
celebration in their representations of the event. • The Sikhs
In the case of Vaisakhi, students might mention
aspects such as:
- the harvest Multimedia
- the date of the celebration and creation of
Khalsa (April 13th) • The Festival
- the significance of Singh and Kaur
- the five Ks
- replacing the saffron-coloured nishan sahib
(pole covering and flag)
- a parade or procession with floats and bands;
distribution of free food during the procession
- dances, songs, parties, festive foods, sweets
• When students create Venn diagrams or picture
charts comparing Punjabi stories, myths, and
celebrations, look for evidence that they are able to:
- identify important features of the Punjabi
celebration or story
- show similarities and differences
39

At the Grade 8 level, many students are able to more
It is expected that students will: easily communicate about activities they enjoy. They
• develop simple dialogues are often able to write structured material with
• describe activities and interests in oral and increasing confidence.
written form
• In small groups, have students work with maps
• request and provide information
and other resources to identify places where
• seek or grant permission, formally and
Punjabi is spoken. They can then select places
informally
they would like to visit. Each group should
• use Punjabi to conduct familiar activities (real
choose a general area to visit and three or four
or simulated)
specific places they would like to explore.
• Students can use a variety of resources (e.g.,
print, video, computer, interviews) to find out
more about their chosen locations. The class
could work as a whole group to develop a model,
then work in partners to create a dialogue in
which they ask their parents for permission to go
on a trip.
• Invite students to work on other dialogue
scenarios related to travelling in a Punjabi-
speaking area. Possibilities include making
reservations and transportation arrangements,
shopping, ordering meals, or locating or obtain-
ing services (e.g., laundry, photo finishing).
• As a class, create sample travel-journal entries
and postcards. Students then develop their own
simple journals or postcards.
• Model with the class how to write a letter to a
pen pal. Help students set up pen pals in Punjabi-
speaking communities around the world.
Alternatively, pair students with others in a
different BC community who are studying
Punjabi at the same level. Fax and e-mail can be
used to ensure rapid turnaround of correspon-
dence.
40

As students acquire increasing facility with
language, they are able to communicate about more Print Materials
topics. Assessment focusses on meaning—the extent
to which they are able to share ideas and
information. Oral interactions continue to be most
• Jaadu Di Soti—Magic Wand
important; however, students also need feedback
and support in developing written skills.
• Panjabi Book 1, 2, 3
• Discuss assessment criteria with students before • The Panjabi Guide (Work Book)
they present the dialogues they have practised. • Panjabi Made Easy
Point out that communicating meaning is most • Panjabi Workbook
important; all criteria are related to whether or • A Pictorial Panjabi-English Dictionary
not the dialogue successfully conveys a message. • Punjabi Alphabet—Part One
These criteria could be the basis for a checklist or • Punjabi Posters
rating scale for teacher, peer, and self-assessment. • Sunder Sulekh Pustak
To what extent do students: • Tamak Toon
- convey an understandable message
- use appropriate titles and forms of address
- include relevant and interesting details or Software
features
- find ways to keep the conversation going • Anandpursahib Lippi Fonts
- use a variety of vocabulary and language • GurbaniLippi/Amrit Lippi Fonts
structures (e.g., questions, responses)
• Here are some examples of similar criteria that
can be used in assessing letters and other written
work:
- meaning is clear
- includes interesting, relevant details
- follows appropriate conventions as practised
in class (e.g., greetings, closings, use of titles)
- uses a range of vocabulary to form simple
sentences
- takes risks in using language not practised in
class
• Provide students with frames, such as those they
can use to write about learning Punjabi:
- I learn Punjabi best when I _______.
- The hardest thing I’ve learned in Punjabi is
_______.
- I’d like to learn how to _______.
- The people who help me learn Punjabi are
_______.
41

There are many ways in which a theme such as
It is expected that students will: travel can help students learn how to acquire
• extract and process information from various information. It is important to make tasks simple
sources to complete authentic tasks in oral and relevant to student interests.
and written form
• Ask students to make a travel video or brochure
of their own community for someone from
another place.
• Brainstorm categories of information that might
be useful for planning a trip to India. Students
may suggest information such as:
- trip costs
- currency and exchange
- costs of transportation
- routes, modes of transportation
- when to travel (considering weather and
climate)
- how long to stay
- passport, visa, immunization requirements
• Have students work in pairs or small groups to
begin acquiring information about one or more
categories of material identified from the brain-
storm. Information could be obtained from a
travel agent or other resources (e.g., travelogues,
books). Students could be asked to represent their
findings by:
- preparing a trip itinerary
- presenting their travel plans to other students
(two groups could present to each other)
• Ask students to describe (orally, in writing, or
both) places or landmarks they are interested in
visiting and explain why they are interested in
those places. Students could support their
descriptions with visual or audio-visual material.
42

Students at this stage are able to offer an increasing
amount of information orally and in writing. They Print Materials
also continue to support and extend meaning
through visual representations, dance, drama, and
• Bir Bahadar Jagge Di Varta
music. They often need the support of the teacher or
a partner, but they should be able to discern key
ideas and form impressions of simple,
straightforward material they have heard, viewed,
• Panjabi Book 1, 2, 3
or read independently.
• Panjabi Made Easy
• As students discuss and exchange information • A Pictorial Panjabi-English Dictionary
related to a trip to India, look for evidence that • Punjabi Posters
they are able to: • Tamak Toon
- suggest appropriate information sources
- find the information they need for specific
tasks or questions
- ask relevant questions
- use a variety of vocabulary
- record or recall key words and simple informa-
tion
- develop a logical sequence when they describe
their plans
• Look for evidence of specific knowledge related
to assigned tasks—for example, to what extent
- recognize names and denominations of
currency; compare the value of rupees and
dollars
- use vocabulary associated with travel (e.g.,
passport, visa, modes of transportation)
- use appropriate descriptive words to discuss
places of interest
• When students develop an itinerary, look for
evidence that they are able to use the information
they acquire to make logical decisions and plans.
For example:
- select appropriate clothing and travel items
- make reasonable choices within practical limits
such as cost or space
- sequence destinations in a logical order
- allow a reasonable amount of time for planned
activities
43

In Grade 8, the creative works that students
experience should be relevant to their interests. Art
• respond in a personal way to creative works can be as varied as movie posters, CDs, and
that they listen to, view, or read sculptures.
• produce visual, oral, and simple written
• Bring in pictures or examples of art that students
creative works based on Punjabi resources
might see during a trip to India (e.g., architecture,
paintings, sculpture). Arrange these around the
room and allow students to examine them.
Students can use a simple grid format with
pictures to record the feelings or responses that
each piece evokes. They can do this activity in
groups and later share the information. Also
invite them to look for what makes the pieces
distinctive and what they have in common. Have
them work in groups to classify the articles.
• Ask students as a group to compose a story about
one of the works they have seen by making
suggestions and comments that the teacher can
record. Invite each student to contribute one
comment for inclusion. The story can be used for
further writing and reading practice.
• Have students locate and bring to class examples
of typical Indian art with an explanation of what
they think makes the art typical.
• Show students a video that relates to life in India,
travel in India, or a particular place of interest.
Have students represent their understanding of
what they have seen by:
- finding it on a map
- composing a letter home
- making a collage with pictures and written
labels
- summarizing in simple sentences the
characters, setting, problem, and resolution of
the video
44

At this level, students work collaboratively to
respond to works of art. They also create artwork of Print Materials
their own. Assessment can focus on students’
responses to their classmates’ work as well as to • Baal Kahanian
traditional and contemporary authors, artists, • Badesi Lok Kahanian
musicians, and actors. Students can show their • Bir Bahadar Jagge Di Varta
responses and create works in a wide variety of • Jaadu Di Soti—Magic Wand
forms. • Panja Putran Da Pio
• When students are working in groups to respond • Phull Piare Piare
to works of art, look for evidence that they are: • Piare Piare Bole
- committed to participating in and contributing • Sach Khud Bolta Hai
to the group • Samen—Samen Di Gall
- willing to risk putting forward their ideas • Tamak Toon
- focussing on and responding to key features of
the work
- open to considering a variety of views and
interpretations
- using appropriate vocabulary and structures
• The following criteria are useful guidelines for
creating collaborative stories:
- the story begins with a problem to be solved
- the story is easy to understand and follow
- the relationships of the characters to each other
are clear
- events follow a logical sequence
- the ending resolves the story problem
• When students create artwork, have them
develop a short, simple assessment form (in
Punjabi) that their classmates, teacher, and family
members can fill out. For example, they might
pose two questions:
- What is one thing you liked?
- What is one thing we could improve?
45

Teaching each other games and procedures in
It is expected that students will: Punjabi allows students to share their knowledge.
• explain and demonstrate procedures associ- As they compare similarities and differences,
ated with Punjabi games and sports students develop a better understanding of aspects
• describe and explain Punjabi arts, customs, of Punjabi culture.
celebrations, and festivals
• Split the class into two groups and have each half
• explain similarities and differences between
learn a card game. When both groups have
Punjabi games, sports, arts, customs, celebra-
learned the game, rearrange the students into
tions, and festivals and those of their own
several small groups in which half the students
and other cultures
are drawn from each of the original two groups.
Students then teach each other the games they
have learned. Have students identify games
commonly played in Canada that resemble these
Punjabi games.
• Working in pairs, students read in Punjabi the
rules of a game they already know. Then they
trade rules with another pair and try to follow the
instructions they have received.
• Ask students to write in Punjabi the rules of a
game they know.
46

Students need frequent opportunities to participate
in Punjabi games and sports so that they can Print Materials
demonstrate and extend their understanding. At this
level, most assessment information comes from
observing and talking to students. The participation
and self-assessment records that students keep can
also reveal information about their interests and
understanding.
• Golden Temple
• Have students work in pairs or small groups to • Harimander Sahib (Golden Temple)
demonstrate a game or sport. Together, teacher • Panja Putran Da Pio
and students discuss the criteria that will be used • Punjabis in Canada
to assess their demonstrations. The teacher or • The Sikh Canadians
students record observations on a feedback sheet, • The Sikhs
checklist, or simple rating scale. Focus the
assessment on three to five key aspects, such as:
- the presentation or demonstration is clear and
easy to follow
- the language associated with the activity is
used accurately
- students show enthusiasm and commitment to
the task
- students invite and respond to simple ques-
tions to help make the game or sport clear
• After students learn about a specific game,
celebration, or other cultural activity, have them
work with a partner or small group to make a
chart (in words or sketches) comparing the
activity to an activity or event in another culture.
Assess the information and provide feedback
about accuracy and relevance, clear meaning, and
logical organization.
• Invite students to set aside a section of their
notebooks or portfolios for recording and
commenting on their participation in cultural
activities. Their records might include:
- a written or visual description of key aspects
of the activity
- a personal reaction or comment
• From time to time, review students’ records
for evidence of increasing knowledge and
appreciation of Punjabi culture. Students can also
review their own records.
47

By Grade 9, many students have acquired a range of
strategies, structures, and vocabulary that enables
• express opinions and preferences, giving them to communicate about activities they enjoy.
reasons
• Bring two or three samples of traditional and
• exchange information related to activities,
contemporary Punjabi music for the students to
people, and things
listen to. Ask students to express some opinion
• ask for and give assistance and information
about the music (whether or not they like it, and
• use Punjabi in a variety of authentic situa-
their reasons). Present information about the
tions
music (e.g., date, era, purpose, performer,
• use vocabulary related to needs and emotions
composer).
• In subsequent lessons, have students bring to
class a piece of music they like. They should be
prepared to do a two-minute oral presentation
(e.g., including composer and performer, date,
theme, reason for preference).
• Students role-play shopping in a music store.
Scenarios could include the following:
- Two friends are shopping for music as a gift
for another friend. They disagree and only
have enough money for one CD.
- A group of students are planning a school
dance and must agree on the music. The school
has given them a fixed budget to buy CDs or
tapes.
• Students create a questionnaire about music
preferences.
• Have students develop regular journal entries.
48

At this level, students are expected to talk and write
about increasingly complex ideas and information. Print Materials
Assessment emphasizes the extent to which they are
able to convey meaning in classroom interactions • G. C. S. E. Panjabi
and prepared presentations. Students continue to • Jaadu Di Soti—Magic Wand
rely on language they have practised. They are also • Oxford Picture Dictionary English-Punjabi
beginning to develop individual repertoires of • Panjabi Book 1, 2, 3
vocabulary and structures that they can use to • Panjabi Made Easy
communicate personally meaningful ideas and • Panjabi Workbook
information. • A Pictorial Panjabi-English Dictionary
• When students make oral presentations, includ- • Punjabi Alphabet—Part One
ing role plays, they can provide feedback to each • Punjabi Posters
other by focussing on criteria such as:
- meaning is clear and comprehensible
- presentation includes appropriate and relevant Software
details
- vocabulary and structures are varied and • Anandpursahib Lippi Fonts
appropriate for the purpose and context • GurbaniLippi/Amrit Lippi Fonts
- delivery is fluid, with most pauses at the end
of phrases or sentences
- body language, intonation, and visuals
support meaning
• In written presentations, look for evidence of
features such as:
- clear and relevant information
- varied vocabulary; more specific word choice
- appropriate structures; simple sentences with
increasing detail
- risk taking (some attempts to go beyond
vocabulary and structures practised in class)
- surface features (e.g., letter formation, spell-
ing) do not obscure meaning
• Setting their own goals for participation in oral
activities can help students to take risks and gain
confidence. For example, provide a minute or two
at the beginning of each class for students to
decide on one thing they will work on (e.g., a
student may decide to answer at least one
question or to use a particular word or structure).
At the end of the class, check whether or not
students were able to accomplish their goals.
49

In Punjabi 9, many students are able to acquire more
detailed information from practical material and
• extract and process information from various represent it in a variety of both written and oral
sources to complete authentic tasks in oral forms.
and written form
• Obtain a copy of the BC driver’s manual in
Punjabi. Review appropriate vocabulary and
direct students to the questions in the manual.
Students can quiz each other on selected
questions. This could be done in pairs, with
written answers.
• Display an accident scene sketch on an overhead
(or distribute it as a handout). Students role-play
scenarios such as:
- reporting the incident to the police, giving
necessary descriptions and directions
- a passer-by witnesses the accident and
describes it later to family members
50

During Punjabi 9, students extend the range of
resources they are able to use and the everyday Print Materials
tasks they are able to complete in Punjabi. They are
able to understand more complex ideas expressed in • Bir Bahadar Jagge Di Varta
Punjabi. Most students should be able to write at • G. C. S. E. Panjabi
least a short paragraph in Punjabi using structures • Jaadu Di Soti—Magic Wand
and vocabulary they have practised in class. • Oxford Picture Dictionary English-Punjabi
• Work with the students to develop criteria for • Panjabi Book 1, 2, 3
their oral presentations. Here are some examples: • Panjabi Made Easy
- clear message or ideas • A Pictorial Panjabi-English Dictionary
- information is appropriate and accurate • Punjabi Posters
- presentation uses a variety of language • Sachittar Primary Punjabi Kosh (with
- presentation is clear and easy to understand Sentences)
(e.g., pronunciation, volume, awareness of
audience)
• When students locate and retrieve information,
collect their notes and lists of the sources they
have used. Look for evidence that they have:
- used a variety of resources
- recorded important and relevant information
- used a range of vocabulary related to the topic
- organized the information so it is easy to use
• Collaborate with students to develop a short
checklist or chart showing the information skills
they are developing. They can choose a way of
tracking their progress on each skill (e.g., a simple
rating scale, symbols, recording the date they
accomplish each item). A list might include items
such as the following:
- locate Punjabi materials on specific topics in
the school library
- ask simple questions to get information I need
when I am shopping in a Punjabi store
- answer simple questions about topics we have
discussed in class
- give directions and simple instructions
- add information to classroom databases
- figure out the topic or main ideas in a
television program or advertisement
51

When students have opportunities to share their
It is expected that students will: personal reactions to creative works, they increase
• respond in a personal way to creative works their understanding of common emotions shared
that they listen to, view, or read across cultures.
• produce a variety of visual, oral, and simple
• Have students read a simple poem or story of
written creative works based on Punjabi
their choice. Make a collage using pictures or
resources
words, expressing the theme or central idea.
• Have students create short poems or prose
passages that express their personal feelings about
a topic or event (e.g., a wedding in the family, a
school dance, birth of a sibling). Follow up by
creating a display of the students’ creative writing
or by publishing their works in some way.
52

At this level, students are able to create short poems
and prose passages using language they have Print Materials
studied. In assessing their creative work, focus on
interest and ability to convey personal messages or • Baal Kahanian
feelings. • Badesi Lok Kahanian
• Assess students’ short poems or prose works for • Bir Bahadar Jagge Di Varta
the extent to which they: • Jaadu Di Soti—Magic Wand
- offer personal feelings or viewpoints • Panja Putran Da Pio
- provide clear themes or messages • Piare Piare Bole
- draw on features of the poetry and prose they • Sach Khud Bolta Hai
have read and heard • Samen—Samen Di Gall
• Have students work in pairs to complete and
submit a performance assessment assignment.
For example:
- find a contemporary creative work through the
popular media (cable television, video, radio,
CD, or tape) that interests you
- represent the main ideas or message in the
format of your choice
- represent and support your views or response
to the work
- identify two strengths of your assignment and
list one or two areas that were difficult or that
you would like to improve
• To prompt reflection and self-assessment, have
students keep a log of their reading, viewing, and
listening activities, both in and outside of school.
They should include:
- title and author, artist, actor, or musician
- context, genre or form (e.g., movie on video-
tape, CD I bought, magazine in the library)
- a short description
- a brief comment or symbol that shows their
opinion of the work
• At regular intervals, ask students to review their
logs (perhaps with a partner, or in a teacher,
student, or parent conference) and talk or write
about a work that was particularly meaningful to
them.
53

When students gain an understanding of the
importance of traditions in Punjabi culture through
• apply knowledge of characteristic Punjabi interesting activities, they are encouraged to share
games, sports, crafts, customs, or celebrations and accept cultural differences.
to plan and implement a cultural event
• Have students learn or teach a variety of Punjabi
• identify ways that knowledge of Punjabi
folk songs (perhaps with a common theme). (See
language and culture has affected their daily
Appendix G for examples of songs that might be
lives
sung at a Punjabi wedding.) Students may plan to
• demonstrate an appreciation of Punjabi
perform a concert for another class or for parents,
language and culture and its place in local
or to be videotaped. If it is a live concert, have
and global communities
students put together a program with program
• demonstrate an understanding of the
notes.
significance of particular Punjabi customs,
• Conduct a whole-class brainstorm session to put
together a list of possible Punjabi given names.
Note that in Punjabi most names can be used for
either males or females. Use the list as a spring-
board for various information-gathering
activities, such as:
- finding out the meanings of names (as an
assignment, each student could interview one
resource person to find out the meaning of a
Punjabi name chosen from the list and a name
that is characteristic to another culture)
- learning what ceremony, if any, accompanies
the naming of a child in the Punjabi culture
and in another culture (again, by interviewing
a resource person)
- discussing similarities and differences between
naming practices in Punjabi and other cultures
(whole-class discussion)
• As a comprehensive summary, students could
prepare an annotated collage of names.
54

At this level, students demonstrate their
understanding and appreciation of Punjabi culture Print Materials
through their interest and participation in classroom
activities and in their written assignments and • Bir Bahadar Jagge Di Varta
projects. Assessment should focus on cultural • Canadian Sikhs: History, Religion and
understanding, rather than on the fluency and Culture of Sikhs In North America
precision of the language students use to express • Encyclopaedia Of Sikh Religion And Culture
their ideas. • Golden Temple
• When students practise and present Punjabi folk • Harimander Sahib (Golden Temple)
songs, note and respond to: • Panja Putran Da Pio
- enthusiasm and commitment • Punjabis in Canada
- ability to collaborate effectively • The Sikh Canadians
- accuracy in singing the lyrics • The Sikhs
- appropriateness of their selections and
groupings of songs
- explanations of the meaning and significance
of the songs
• After students have participated in a variety of
classroom and research activities about Punjabi
names, have them demonstrate what they have
learned by preparing individual or partner
reports that show:
- understanding of name meanings and origins
- awareness of similarities and differences in
names and naming ceremonies in different
cultures
• As students engage in a variety of cultural
activities, watch for evidence that they are able to:
- obtain information from a variety of Punjabi-
speaking resource people
- connect new information to what they already
know about Punjabi and other cultures
55

At this level, many students are willing to take more
risks with language. They can use group work to
• communicate needs, desires, and emotions expand their communication abilities by sharing
appropriately and linking ideas.
• describe events and experiences sequentially
• Have students brainstorm factors that affect
• explain how to do an everyday activity or
health (e.g., diet, exercise, hygiene, adequate
procedure
sleep, balance of work and leisure, positive
• recognize and use simple idiomatic
interpersonal contact). Divide the class into
expressions
groups and have each group:
• use Punjabi in a variety of authentic
- choose an aspect of health and develop ideas
situations
on how to achieve it (e.g., devise a brief
exercise program for younger students, devise
and implement a plan for keeping the school
clean)
- prepare a written or oral summary of rules or
procedures for maintaining health (e.g., a set of
rules for waste disposal or recycling)
• Provide students with proverbs, some of which
are related to health and lifestyle. Each student
has one proverb on a card. In small groups,
students read their proverbs to each other. As a
group, students try to determine the meaning of
each proverb and work out which ones are
related to health and lifestyle. Discuss as a class
and record the health-related proverbs on a
chalkboard or an overhead.
• Divide the class into small groups and have each
group:
- select and review a simple recipe written in
Punjabi
- go on a field trip to buy the ingredients needed
to prepare the recipe (shop in a place where
Punjabi is spoken, if possible)
Groups should then trade recipes and ingredients,
and prepare the recipe.
56

At this level, assessment focusses on the increasing
control and fluency students show in their prepared Print Materials
work and in spontaneous interactions. Students
need to know they will be supported when taking • G. C. S. E. Panjabi
risks to experiment with and use newly acquired • Jaadu Di Soti—Magic Wand
language. Making errors is a necessary part of • Oxford Picture Dictionary English-Punjabi
language growth; students learn from their • Punjabi-English Dictionary
mistakes. • Punjabi Posters
• Throughout the course, direct students’ attention • Simple Punjabi Grammar
to criteria for effective oral interactions. These
criteria can be the focus of teacher, peer, and self-
assessments. For example, consider creating a Software
checklist to record evidence that a student’s
communication features: • Anandpursahib Lippi Fonts
- an understandable message or meaning • GurbaniLippi/Amrit Lippi Fonts
- an increasing amount of important and
relevant information
- appropriate language for the task and relation-
ship
- active engagement
- risk taking to extend language use and facility
- pauses at the ends of phrases or ideas rather
than after each word
• Specific activities have additional demands. Here
are some ideas for assessing them:
- for the theme of safety and health care, note
evidence that students are using vocabulary
related to the theme and to related careers
- consider the extent to which students can read,
comprehend, and write simple proverbs
- assess the extent to which students are able to
follow instructions in recipes, ask for and
provide clarification of the recipes in Punjabi,
write a recipe, and explain how to prepare a
dish in correct sequence
• Provide frequent opportunities for students to
review and reflect on what they have learned and
to establish personal goals and action plans for
increasing their Punjabi language skills. (These
activities may be integrated with career and
personal planning.)
57

At this level, students obtain pertinent information
from Punjabi materials. Writing skills show an
• extract and process information from a ability to create a narrative in logical sequence.
variety of sources to complete authentic tasks
• Bring in a newspaper or teacher-generated article
in Punjabi that deals with a health-related topic.
If there are pictures, begin by having students
look at them and predict what the article might
be about. Introduce any new vocabulary needed
to understand the article. Then divide the article
into short sections and conduct a jigsaw type of
reading activity (see the Glossary in Appendix F).
To conclude the activity, students could answer
comprehension questions and write reports.
• As a long-term activity, have students develop an
emergency preparedness package that addresses
situations such as flooding, earthquake, and so
forth. As part of the activity, students could
brainstorm lists of items for a first-aid kit and
explain why these items should be included.
Possibilities include:
- easily preserved foods (e.g., )
- clothing, blankets, radios, candles
• As an extension, students could develop an
emergency preparedness action plan for their
own families. This can be compared with the
Provincial Emergency Program or other locally
available material.
58

At this level, students should show increasing
independence in locating and using information. In Print Materials
assessing progress, consider their language-learning
strategies as well as the work they complete.
Conferences and self-assessment activities can
provide insights about these strategies.
• When students participate in a newspaper jigsaw- • Oxford Picture Dictionary English-Punjabi
type activity, assess their ability to: • Punjabi-English Dictionary
- identify key information about the topic • Punjabi Posters
- explain what they have learned clearly and in • Sachittar Primary Punjabi Kosh (with
their own words Sentences)
- include an increasing amount of supporting • Simple Punjabi Grammar
detail
• If students develop an emergency preparedness
action plan, note their ability to:
- identify a list of appropriate equipment and
supplies
- offer logical reasons for their choices
- take into account practical considerations (e.g.,
space, storage, access, size)
- outline a sequential action plan
• Provide opportunities for students to apply and
monitor their Punjabi skills in real-life situations.
Ask students to brainstorm situations outside of
school where they can use Punjabi to interact and
accomplish a simple task (e.g., conversing with
someone who speaks Punjabi, making a purchase,
ordering a meal, or telephoning to ask for
information about a job or newspaper advertise-
ment). Work with students to develop criteria for
assessing their degree of success. Assign partners
to work together. They should submit an outline
of the task, as well as peer and self-assessments of
their effectiveness. If there are few Punjabi
speakers in the community, this could be a
written task.
59

Encouraging creativity and variety promotes
students’ enthusiasm and interest.
• respond in a personal way to creative works
• Provide students with copies of Punjabi news-
that they listen to, view, or read from a
papers or magazines and invite them to:
variety of sources
- scan for advertisements or articles dealing
• produce a variety of creative works based on
with health, lifestyle, safety, or related
Punjabi resources, with increased emphasis
products (e.g., naturopathic products)
on writing
- compose their own ads for health-related
products using the same idiomatic and
colloquial style
- develop their advertisements as role plays
(perhaps on video) or as print ads (e.g.,
produced on computer)
- use humour and creativity
• As an extension, students could work in groups
to assemble a “health and lifestyles” newsletter or
develop a brief radio or TV program (e.g., using
the Dear Abby approach). This project might
include:
- advertisements
- interviews
- commentaries and editorials
- feature articles
Again, encourage creativity and humour. Record
each group’s work on videotape for assessment
purposes and possible subsequent instructional use.
60

As students develop increasing language skills, they
are able to find and use a wide variety of creative Print Materials
works outside of school. The range of works that
they notice, talk about, and bring to the classroom
• Baal Kahanian
can reveal a great deal about their response to
• Badesi Lok Kahanian
Punjabi arts and literature. They can represent their
responses in many ways: writing, talking, modelling
their own work on Punjabi sources, and creating
• Panja Putran Da Pio
dramatic and visual representations.
• Sach Khud Bolta Hai
• Provide a range of opportunities for students to • Samen—Samen Di Gall
discuss and write about Punjabi creative works
that they encounter in the classroom and else-
where. As they work independently and in small
groups, watch for evidence that they are increas-
ing their:
- openness and sensitivity to the role of Punjabi
arts and literature
- knowledge about Punjabi artistic and literary
traditions and genres
- interest in contemporary arts (e.g., music,
movies)
- willingness to risk offering opinions and views
- participation and commitment to class or
group activities
• When students write advertisements, consider
the extent to which they:
- convey a clear and relevant message
- use idiomatic and colloquial language
- try to add appeal by using language and
images in interesting or unusual ways
61

By examining the reasons behind cultural practices,
students increase their awareness and appreciation
• apply knowledge of characteristic Punjabi of Punjabi culture.
games, sports, crafts, customs, or celebrations
• Invite students to plan and carry out a sports day
for an elementary school class. The sports day
• examine the effect that knowledge of Punjabi
should include familiar (especially Punjabi)
language and culture has on various aspects
games and may also include other activities they
of their lives
have made up themselves. Have students work in
pairs to:
- prepare instructions in Punjabi for each
activity
• explain the significance of particular Punjabi
- organize and lead activities during the sports
customs, celebrations, and festivals
day
• As a class, brainstorm foods that are a part of
the diet of various cultures (emphasize foods
typical to the Punjabi diet and offer support by
providing pictures of particular items). Have
students analyse the lists by:
- identifying foods that are part of a typical
Punjabi diet and those that are part of the
typical diet in another culture (many foods
will be common to both diets)
- categorizing the foods from both diets accord-
ing to food groups defined in the Canada Food
Guide Handbook
- identifying similarities and differences
• Extend the activity by discussing reasons for
some of the dietary differences that students have
identified (e.g., geography, climate, customs,
religion).
• Students should be encouraged in a variety of
ongoing activities such as having pen pals. They
should also regularly produce journal entries,
identifying activities they have enjoyed as part of
the Punjabi class or describing any valuable
understanding acquired through the study of
Punjabi.
62

Students demonstrate their awareness and
appreciation of Punjabi culture by the way they Print Materials
react to a wide variety of classroom activities.
• When students plan and participate in activities • Bir Bahadar Jagge Di Varta
such as a Punjabi sports day, note the extent to • Canadian Sikhs: History, Religion and
which they: Culture of Sikhs In North America
- contribute suggestions about Punjabi games • Encyclopaedia Of Sikh Religion And Culture
and sports • Golden Temple
- outline instructions and rules associated with • Harimander Sahib (Golden Temple)
the games or activities they choose • Panja Putran Da Pio
• Students can show their knowledge of Punjabi • Punjabis in Canada
foods and dietary practices in their discussions, • The Sikh Canadians
writing, and representations (e.g., posters, • The Sikhs
computer graphics). Look for evidence that they
are able to:
- use vocabulary related to foods
- identify foods that are common to Punjabi and
other diets and those that are different
- offer logical reasons and examples to explain
variations in diet
- explain the significance of specific foods or
dietary practices
• Conference with students to discuss pen pal
experiences and journal writing, and look for
evidence that they are able to:
- describe their experiences with Punjabi culture
- express personal reactions to cultural activities
- relate the activities they have experienced to a
wider community (local or global)
- recognize how they have benefited from
learning about Punjabi language and culture
- ask questions and express plans and intentions
to further their learning
63

In Grade 11, many students are able to communicate
with greater confidence. As they work together, they
• exchange opinions on topics of interest can apply more strategies to present viewpoints.
• with some supportive detail, describe or
• Brainstorm a list of words associated with the
narrate an event, situation, or experience
environment (e.g., recycling, pollution, extinction,
• identify and use common idiomatic
reforestation). Clarify spellings and meanings of
expressions
new Punjabi vocabulary that students introduce.
• interact with increased independence in
Using the brainstormed words, invite students to
familiar life situations
suggest ideas for an environment-related group
project that they can plan and carry out.
• Conduct a brief, informal debate on a topic or
question related to the environment. (e.g., Should
animals on the verge of extinction be taken into
captivity? Should the government immediately
ban the use of all pesticides?)
• Conduct a simulation related to an environmental
issue (see Appendix G for detailed suggestions).
The general approach is to review the issue with
students, indicating that there are several
viewpoints to consider. Preparation for this
activity may take several class periods to com-
plete. Then divide students into small groups,
giving each group some information to support
one viewpoint. One group could be designated to
act as observers. Each of the other groups
prepares an oral presentation to promote its
designated viewpoint. Bring the class together to
carry out the simulation. Following the discus-
sion period, ask the observer group to give
feedback. Highlight the difficulty of resolving
such issues and stress the need for a decision-
making process that takes account of the various
viewpoints.
64

Students are expected to show increasing control
and accuracy in their oral and written language, but Print Materials
communication and risk taking continue to be more
important in most situations. Students’ facility with
language is an important focus of assessment—not
in and of itself, but because it allows them to
• Punjabi-English Dictionary
communicate for an increasing range of purposes,
• Simple Punjabi Grammar
both in and out of school.
• In assessing students’ debating skills, consider

the extent to which they are able to: Software
- clearly offer a relevant viewpoint
- provide supporting reasons and examples
- use strategies to keep communication going
(e.g., self-corrects, rephrases in Punjabi, tries to
apply known structures to new situations)
- speak with some spontaneity and fluidity
(pauses tend to be at the end of phrases or
sentences and rarely interfere with meaning)
• Before activities such as the simulated discussion,
work with students to develop an assessment and
feedback form suitable for teacher and students.
(Students and teachers may also find the refer-
ence set Evaluating Group Communication Skills
Across Curriculum helpful.) Students can use a
simple checklist or rating scale to record their
observations about skills such as:
- offering information that is useful in com-
pleting the task
- acknowledging or responding to information
from others
- offering relevant details or examples to
support viewpoints
- expressing information clearly (speech is
readily comprehensible)
- asking questions to clarify or extend under-
standing
- understanding and responding to questions
from others
65

With interest- and age-appropriate materials, many
It is expected that students will: students are able to research and adapt specific
• research and use relevant information from a information.
variety of sources to complete authentic tasks
• Have students plan and carry out an environ-
ment-related group project based on research
(e.g., interviews, the Internet). Possibilities might
include:
- planting trees (this would involve tasks such
as identifying the benefits, selecting a planting
location, obtaining needed permissions,
getting seedlings)
- conducting a salmon enhancement project
- writing up the project
• Select a short video with little or no narrative or a
set of slides dealing with the environment. The
video or slides should emphasize images related
to environmental problems and challenges. To
help students develop a narrative:
- show the slides or video once without sound
- pose general comprehension questions
(vocabulary development)
- show the slides or video again in small
segments and have students develop an
appropriate narrative orally and in writing
- have students use their narratives to create a
soundtrack for the video or set of slides: help
students find Punjabi songs or poems dealing
with nature for example:
“Unique Flowers”
“Varied Fish”
“The Monkey”
“The River”
“The Cloud”
• Students can also create their own poems based

on these models.
66

At this level, students can demonstrate their
informational skills through an increasing range of Print Materials
oral and written activities. Assessment should focus
on the extent to which they are able to apply their
language skills and strategies to acquire information
and use it in carrying out meaningful tasks.
• When students prepare written research assign- • Sachittar Primary Punjabi Kosh (with
ments, involve them in setting appropriate Sentences)
criteria. For example: • Simple Punjabi Grammar
- clearly focussed on a central idea or issue
- accurate and detailed information
- all important aspects of the topic are addressed
- information is logically sequenced and easy to
follow (transitions are used effectively)
- vocabulary is varied and appropriate
- sentence structure, usage, spelling, and
punctuation support meaning (errors do not
obscure meaning)
• Assess students’ narratives and soundtracks by
focussing on criteria such as:
- narrative is logically developed
- attempts to appeal to the audience (e.g.,
originality, interesting detail)
- uses descriptive and informational language
appropriate to the subject
- soundtrack (including songs and poems) is
appropriate for the images and theme
67

At this level, students are able to work together to
create works with a clear message and range of
• respond in a personal way with a range of vocabulary and detail.
forms of expression to creative works from a
• Invite students to write poems or songs or create
variety of sources
annotated artwork related to environmental
• produce a variety of written, oral, and visual
issues.
• Have students create a class newspaper on an
environmental issue using a procedure such as
the following:
- Review with students the various sections of
the newspaper (e.g., sports, international news,
human interest, entertainment, classified ads,
weather, cartoons, business).
- Conduct a whole-group brainstorming session
to develop environment-related headlines that
could appear in each section of a Punjabi
community newspaper.
- Group students in pairs and have each pair
choose a headline to use as the basis for
developing a short article of fictitious news.
- Have the pairs write draft articles and
exchange their work with another pair to edit
each others’ work.
- To complete the newspaper, have students
compose ads, cartoons, illustrations, and
letters to the editor.
- Ask students to work in groups to lay out
sections of the newspaper (e.g., using com-
puter graphic software).
- Photocopy and distribute the newspaper.
68

At this level, students can discuss and write about
creative works drawn from a variety of sources in Print Materials
the classroom and the community. They should
have frequent opportunities to demonstrate creative
• Matrai Maa
use of Punjabi language, traditions, and resources
through music, drama, and art as well as in writing
and speech.
• As students engage in and discuss creative

activities, look for evidence of:
- awareness and appreciation of a growing
range of Punjabi creative works (both
traditional and contemporary)
- increasing ability to identify and explain
features that appeal to them
- vocabulary and language structures that are
useful in discussing creative works
- willingness to share their own creative work
with the class for feedback and response
• When students create their own work, consider
the extent to which they are able to:
- convey clear messages, feelings, or
impressions
- focus on a topic or theme
- use details to add interest or effect
- use a range of appropriate vocabulary and
idioms
- follow conventions of the form or genre (e.g.,
use simple rhymes and rhythmic patterns in
poems and songs)
• As students work on creative projects, watch for
- collaborate to develop a project such as a
newsletter
- seek assistance and consultation from peers
- suggest specific improvements when they are
editing a peer’s work
69

Students can make observations about aspects of
their own lives by reflecting on their increased
• apply knowledge of characteristic Punjabi knowledge of Punjabi culture and traditions.
• Select one or more myths from India and one or
more from another culture (e.g., Chinese, Greek,
• analyse the effects that knowing about
Aboriginal). Selected myths should deal with
Punjabi language and culture might have on
humans and their relationship with the environ-
various aspects of their lives
ment, at least implicitly. After reading the stories,
encourage students to:
- identify symbolism and discuss the messages
of each story
• analyse the significance of particular Punjabi
- discuss what the original purpose of each story
might have been and comment on its contem-
porary relevance
- point out common ideas and elements in the
various stories
- suggest ideas for characters, plot, and so on for
a new myth that expresses contemporary
attitudes to the environment
• Students may enjoy working in groups to:
- write a script for a myth they have studied or
created and present it as a play
- design and incorporate costumes, sets, and
masks
- perform their play for an audience of peers,
parents, or community members
• Have students research the growth of the Punjabi
populations in BC communities and conduct a
demographic analysis of the population.
Specifically, students could identify:
- numbers of people in the local Punjabi
community
- dates of arrival in the community
- countries of origin of people who speak
Punjabi
Students could use computer graphic software to
tabulate and display the data gathered.
• Extend the demographic analysis by looking at
the patterns of migration of Punjabi populations
from India to BC and other parts of the world
(when, how many, factors that encouraged the
migrations).
70

Students in Punjabi 11 can demonstrate their
appreciation of Punjabi language and culture through Print Materials
a variety of classroom and community assignments.
They can also develop their own projects to show
their understanding of the role of culture in their
lives, their communities, and the world.
• When students work with Punjabi myths, focus • Golden Temple
assessment on the extent to which they are able to: • Harimander Sahib (Golden Temple)
- retell key events in their own words • Punjabis in Canada
- make connections between the myths and other • The Sikh Canadians
aspects of the culture • The Sikhs
- discuss the significance of key themes or lessons
- compare Punjabi myths with those from other
cultures
• To assess a demographic research activity, consider
the extent to which students:
- locate relevant information about people of
Punjabi origin
- provide detailed and accurate interpretations of
the data they collect
- develop logical conclusions about the place of
Punjabi language and culture in the local
community
• Form groups and ask students to demonstrate
their understanding of the impact of Punjabi
language and culture by preparing an oral,
musical, or dramatic presentation (e.g., a panel, a
series of role plays, a short play, a song). Ensure
that students know how their work will be
assessed and what criteria will be used. (Students
can use the same criteria for peer assessment.) For
example, teachers might focus on the extent of:
- accurate interpretations and references to
Punjabi language and culture
- specific and detailed references to the current or
potential impact of Punjabi language and
culture on students’ lives
- relevant and appropriate references to the role
of Punjabi, locally and globally
- resourcefulness in presenting information that
adds to their classmates’ appreciation of
Punjabi
71

In Grade 12 Punjabi, many students can
communicate in a wide variety of situations. Their
• exchange opinions and beliefs on topics of written work is clear and well organized.
interest
• With the whole class, create a simple model
• defend a viewpoint
résumé and cover letter. Introduce new vocabu-
• express plans, goals, and intentions
lary related to describing personal experience and
• demonstrate understanding of a wide range of
qualifications. Then have students work in pairs
idiomatic expressions
to write personal résumés and cover letters in
• communicate effectively and spontaneously in
Punjabi, following the model. Review these for
common life situations
accuracy and appropriateness.
• Conduct a brainstorming session to generate a list
of questions that:
- someone looking for a job might ask an
interviewer about the organization
- an interviewer might ask a prospective job
applicant
Students select and write down the questions they
would like to use from each list. Working in pairs,
they then take turns interviewing each other.
• Extend the activity by having students remain in
pairs and write up the answers to each question
in point form.
• Have students read a classified ad and make a list
of qualifications for that job.
• Encourage students to apply for Work Experience
placements that require them to use their Punjabi
skills.
• At the conclusion of a Punjabi-oriented work
placement, ask students to prepare a report on
their experience. This could take the form of an
album (class or individual) that includes photos,
a description of the organization and job, and
personal reactions to the placement.
72

Students at this level are expected to demonstrate
ease and control in a variety of situations when they Print Materials
communicate orally and in writing. Assessment
activities and criteria focus on students’
communication strategies as well as their facility
with oral and written language.
• Provide frequent opportunities for students to • Simple Punjabi Grammar
interact in partner, small-group, and class
activities in which they discuss topics and present
viewpoints. Note the extent to which they are Software
able to:
- volunteer information and ideas to stimulate
discussion
- express opinions and beliefs clearly
- offer logical details, examples, and reasons to
support their opinions
- ask questions to extend and clarify information
- use appropriate strategies to improve com-
munication (e.g., repeating, rephrasing, self-
correcting, adapting known structures and
vocabulary)
• Focus responses to student résumés and cover
letters on criteria previously discussed in class.
These may include:
- career plans and goals stated clearly
- details of personal qualifications and short-
term goals provided
- points are clear and logically sequenced
- vocabulary and style are appropriate and
concise
- employs correct business letter format (saluta-
tion, closure)
- uses correct punctuation, spelling, and
sentence structures
• As students role-play job interviews, use a class
list or checklist to note observations. Collect
students’ interview questions and point-form
answer sheets, along with a brief peer assessment
in which the “interviewer” explains whether she
or he would hire the candidate, and why or why
not.
73

At this level, many students are able to locate
needed information and use resources effectively.
• research, analyse, and use relevant informa-
• Have students conduct research to find com-
tion from several sources on a chosen topic to
munity organizations offering services in Punjabi
complete authentic tasks
(e.g., day-care centres, senior citizens’ organiza-
tions, hospitals, immigrant service agencies,
elementary schools offering Punjabi language
instruction to younger students). They could also
identify organizations that might provide them
with Work Experience opportunities. Sources of
information might include community news-
paper ads, personal referrals, community
directories, and so forth.
• Invite students to pool their research into a single
class “data bank.” Students can then go through
the data bank, identify the work opportunities
that interest them, and prepare short written or
oral statements explaining why.
This activity can be extended using the activities
suggested under the Interpersonal Communication
organizer; ask the school’s Work Experience co-
ordinator for assistance.
74

During Punjabi 12, students should use a wide
variety of resources (print, media, and people) to Print Materials
deal with formal research assignments and their
day-to-day information needs. Most students should
be able to convey clear and detailed information
both orally and in writing. Relevant visuals can
support their presentations.
• Sachittar Primary Punjabi Kosh (with
• Before students begin working on research Sentences)
assignments, discuss key features or criteria for • Simple Punjabi Grammar
successful work. For example, discussion might
focus on the following general criteria in several
different research assignments:
- information is complete, accurate, relevant,
and detailed
- presentation (oral or written) is clear and
comprehensible
- information is well organized and easy to
follow
- information is based on a variety of
appropriate resources
• When students research community organiza-
tions, assessment might be based on specific
evidence that they have:
- used their language skills to work with a
variety of different types of resources (i.e.,
print, people, media)
- shown resourcefulness and perseverance in
locating information
- offered relevant, detailed reasons for their
placement preferences
- made individual contributions of concrete
information to the data bank
75

In Grade 12, students can produce creative works in
various formats by drawing on all aspects of their
• respond in a personal way with a range of knowledge of the language.
forms of expression to creative works from a
• Choose a short story or novel to read with the
variety of sources
class. During the reading have students identify
and discuss such things as plot, setting, character,
Punjabi resources
conflict, motive, and symbolism. Introduce
vocabulary and critical reading skills such as
skimming, scanning, and identifying viewpoint.
Then have students select a short prose work to
read independently. They can identify key
elements and ideas and prepare brief book
reports to share with their classmates. If poetry
rather than prose is chosen, focus on such
elements as symbolism, figures of speech,
rhythmic patterns, and imagery. Noted Punjabi
authors whose works might be considered
include:
76

Students should have a broad range of opportunities
to show their skills, attitudes, and knowledge in Print Materials
relation to creative works. At this level, they should
be able to discuss their responses with some fluency
• Matrai Maa
both orally and in writing, and write short poems,
stories, and other works. These works may be
supported by visual representations.
• To assess students’ responses to literature, have

them present short reviews, orally or in writing.
These should include some analysis, but the focus
is on responding in a personal way (as opposed
to offering literary criticism). In assessing their
reviews, look for evidence that they:
- clearly state responses or opinions
- cite reasons and details in support of personal
opinions
- consider key elements of fiction: viewpoint,
character, plot, theme
- are familiar with selected conventions of
Punjabi poetry
- offer interpretations consistent with the ideas
and information in the work
- write clearly, using a wide variety of
appropriate vocabulary and structures
• Ask students to develop and submit portfolios of
creative works they have created during Punjabi
12. Negotiate portfolio requirements with
students. For example, a completed portfolio
might include a record of the works they have
read, listened to, and viewed; a cover letter
describing the work they have done; and a set
number of pieces such as poems, stories, visual
arts, personal writing, poems, or lyrics.
• Students’ work can be assessed for:
- expression of personal meaning
- facility with language
- appropriate use of conventions of various
Punjabi forms
- commitment and insight into their own
development
77

Students can draw on many aspects of their
knowledge of Punjabi to express cultural awareness
• apply knowledge of characteristic Punjabi and appreciation.
• As a culminating activity, ask students to
organize and implement a Punjabi cultural event
• analyse the effects that knowing about
to which parents and the community could be
Punjabi language and culture might have on
invited. To do this, students can:
various aspects of their lives
- prepare and recite poems
- learn and rehearse Punjabi songs and dances
language and culture and its place in the local
- write skits or short plays (or select an
appropriate short scene from a dramatic work
• analyse the significance of particular Punjabi
in Punjabi)
- create props, costumes, and sets as needed to
support their plays
- collect and develop Punjabi arts and crafts,
and mount them as a display
- prepare Punjabi food
- as a class, write a valedictory address explain-
ing how the study of Punjabi has enhanced
their lives
- write letters of invitation
- design and produce posters to advertise the
event
• In making their preparations, have students work
in groups, discussing alternatives and making
choices using their expanded Punjabi vocabulary
and communication skills. Members of the local
Punjabi community could be approached to
provide assistance with this activity (e.g., supply
food or recipes). Younger students who are
studying Punjabi could also help with prepara-
tions and activities.
78

At this level, students should have developed and
internalized an understanding of Punjabi culture. Print Materials
Their cultural awareness and appreciation will be
fundamental to many of their discussions, • Canadian Sikhs: History, Religion and
assignments, and activities, even when the focus is Culture of Sikhs In North America
on another aspect of the course. • Encyclopaedia Of Sikh Religion And Culture
• Criteria such as the following can form the basis • Golden Temple
for teacher, peer, and self-assessment of participa- • Harimander Sahib (Golden Temple)
tion in cultural events: • Punjabis in Canada
- shows enthusiasm and commitment • The Sikh Canadians
- uses appropriate language related to the • The Sikhs
cultural event
- accurately interprets relevant cultural features
- responds appropriately to questions about the
significance of specific aspects of the activity
- offers useful feedback to peers about plans and
activities
As an example, teachers might provide students
with a list of these criteria and have them rate their
participation on a scale of 0 to 5 (where 5 indicates
Outstanding, 0 indicates Not Observed).
• To prompt reflection and self-assessment, have
students record their observations and reactions
to specific events or experiences that occur
outside the classroom (e.g., interacting with
fluent Punjabi speakers, attending a Punjabi
event). Review their reflections to assess the
extent of their understanding and insight.
Negotiate task requirements such as:
- briefly describe the event or experience
- talk about your participation in as much detail
as you can
- comment on your feelings and reactions (e.g.,
enjoyment, confidence, interest, surprise)
- identify one or two key things you want to
remember or learn more about
79
CURRICULUM
Introductory Punjabi 11
82
INTRODUCTION
I Sntroductory Punjabi 11 is a
UGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
provincially prescribed curriculum
that serves as a prerequisite to Punjabi
11 for students who may not have taken
Punjabi 5 to 10. Successful completion of
Introductory Punjabi 11 will provide
students with a level of competence to
successfully participate in Punjabi 11 and
Punjabi 12 courses. Introductory Punjabi 11
is a four-credit Grade 11 course. However,
to alleviate scheduling pressure on
students during their final two years, it can
be offered at the Grade 10 level.
THE ORGANIZERS
The prescribed learning outcomes for
Introductory Punjabi 11 are grouped under
the same four organizers used for Punjabi 5
to 12.
• The prescribed learning outcomes set out
for the course are repeats of outcomes
identified at the grade 5 to 10 levels.
(This reflects the fact that Introductory
Punjabi 11 is designed to provide
students with an equivalent preparation
for Punjabi 11 and Punjabi 12 courses.)
• The Interpersonal Communication
organizer embraces a larger number of
outcomes than the other organizers for
the course. (This ensures that students
will acquire the linguistic skills they
need to achieve all the Grade 11 and 12
outcomes.)
In addition to the activities suggested in
this section of the Integrated Resource
Package, teachers can adapt instructional
and assessment activities suggested for
earlier grade levels, taking into account the
interests of senior secondary students.
83
INTRODUCTORY PUNJABI 11 • Interpersonal Communication I

Because this is students’ first exposure to the
Punjabi language, it is important that the language-
• use common expressions and vocabulary for learning experience be non-threatening, rewarding,
familiar objects and enjoyable (e.g., establish a routine of giving
• introduce themselves and others, using classroom instructions in Punjabi).
appropriate family relationship terms in the
• Write students’ names in the Punjabi alphabet on
case of family introductions
name tags or place cards to facilitate recognition
• exchange simple greetings
of the written form of the language.
• make and respond to simple requests
• Model patterns for greetings in Punjabi. Have
students sit or stand in a circle. The teacher
begins with a greeting such as:
The next student repeats the greeting to the next

person. Once the pattern has been established,
students mingle and practise these phrases.
• Use a similar approach to introduce information
about age, birthday, address, phone number, and
so on.
• Play Bingo to introduce and reinforce Punjabi
vocabulary related to numbers.
• Introduce vocabulary for classroom objects. Then
label them in Punjabi and use them to reinforce
word recognition and pronunciation skills.
• As an ongoing activity, students can create and
maintain a personal dictionary. Have them enter
new vocabulary words along with a sentence in
which the word is correctly used.
84
GRADE 11 • Interpersonal Communication I

Risk taking is an important part of learning a
language. Students need to be encouraged to Print Materials
explore and practise their newly acquired language
skills. Errors should be used as part of the learning
process. Teacher and peer assessment can help
students to practise their new skills effectively.
• The Panjabi Alphabet Guide Work Book
• As students participate in oral activities, use a (With Pictures)
checklist or class list to record notes. At times, • Punjabi Posters
consider focussing on a small group of students
while others practise. Look for evidence of
growth in students’ abilities to: Software
- listen and respond with ease and confidence
- choose appropriate forms of address for the
teacher and for peers
- recognize and respond when someone greets
• Matra Primer
or addresses them
- repeat modelled phrases independently
- respond to simple requests or instructions
- self-correct (evidence of ability to listen to
themselves)
• Assess the extent to which students are able to
maintain a personal dictionary with accuracy. For
example, assess whether students:
- recognize if a word has more than one
meaning
- correctly use the word in a sentence
• Self-assessment is an important part of language
learning. As students develop and practise
language skills, keeping track of what and how
they are learning can increase their confidence
and help them to focus their efforts. For example,
students can keep a list of things they have
learned to do.
85
INTRODUCTORY PUNJABI 11 • Interpersonal Communication II

Small-group activity gives students opportunities to
practise a still limited vocabulary with new topics
• exchange information about likes, dislikes, and new situations.
and interests
• With the whole class, develop an interview form
• demonstrate an understanding of classroom
in Punjabi with questions pertaining to name,
routines conducted in Punjabi
age, place of birth, likes, dislikes, activities,
hobbies, and interests. Developing the form will
appropriate
help students acquire vocabulary for expressing
likes and dislikes and asking questions. In pairs,
have students interview each other to elicit
answers to questions on the form. They can then
use this information to introduce their partners to
the rest of the class.
• A Find Someone Who activity can help students
learn the question form. In this activity, students
survey their classmates about personal likes and
dislikes. Using a preset list of questions prepared
by the teacher, students circulate among their
classmates asking questions such as:
The survey might focus on a particular topic (e.g.,

food, clothing, sports). Create a survey using a grid
with symbols to record responses. The whole class
then shares the information.
86
INTRODUCTORY PUNJABI • Interpersonal Communication II

As students develop confidence in expressing their
ideas, assessment focusses on communicating ideas Print Materials
rather than on language structures.
• As students talk about their likes and dislikes, • G. C. S. E. Panjabi

participate in role plays, and engage in classroom • Jaadu Di Soti—Magic Wand
routines, note and provide feedback on the extent • The Panjabi Alphabet Guide Work Book (With
to which they are able to: Pictures)
- make themselves understood • Punjabi Posters
- ask questions
- respond to simple and familiar questions
- show increasing comfort and confidence Software
- perform introductions and offer simple
greetings • Anandpursahib Lippi Fonts
• To practise skills and provide peer assessment • GurbaniLippi/Amrit Lippi Fonts
and feedback, have students work in pairs to • Matra Primer
create word cubes (a cube made of paper or cards
that has a different word on each of six sides).
Encourage them to choose words they think are
especially interesting or useful. Students can use
the cubes in groups of four to create a variety of
activities. For example, one pair throws another’s
cube, then makes a sentence using the word that
turns up. The pair who originally selected the
word checks the sentence and provides feedback.
Teachers can observe groups as they play with
the cubes to gather evidence about emerging
language skills.
87
INTRODUCTORY PUNJABI 11• Interpersonal Communication III

Students can use group work to expand their
It is expected that students will: communication abilities by sharing and linking
• communicate needs, desires, or emotions ideas. At this level, they are able to write structured
appropriately material with increasing confidence.
• seek or grant permission, formally and
• Display a variety of pictures in which people are
informally
expressing emotion. Have students work in pairs.
• use Punjabi to conduct familiar activities (real
Ask them to study the pictures and choose three
or simulated)
or four for which they will:
• express opinions and preferences, giving
- identify the emotion being expressed
reasons
- speculate why the people are expressing that
• describe events and experiences sequentially
emotion
• explain how to do an everyday activity or
- predict what might happen next
procedure
The sophistication of this activity will vary
• recognize and use simple idiomatic expres-
depending on the students’ vocabulary levels and
sions
familiarity with the Punjabi language. To debrief,
students can present their conclusions either orally
or in writing to another pair of students.
• Divide the class into groups and have each group
select a simple recipe written in Punjabi. Go on a
field trip to buy the ingredients needed to
prepare the recipe (shop in a place where Punjabi
is spoken, if possible). Groups should then trade
recipes and ingredients, and prepare the recipe.
Students should ask each other for clarification as
needed. Invite all students to taste the various
foods and express opinions and preferences,
citing reasons.
• For a field trip, have students compose a letter in
Punjabi to their parents requesting permission to
participate. They should then compose a response
form that the parents can use to grant or deny
permission.
88
INTRODUCTORY PUNJABI 11• Interpersonal Communication III

Oral communication continues to be the main focus
as students exchange ideas, opinions, and Print Materials
preferences. Students are also expected to develop
writing skills in the form of dialogue.
• Throughout the course, direct students’ attention • Jaadu Di Soti—Magic Wand
to criteria for effective oral interactions. These can • The Panjabi Alphabet Guide Work Book (With
be the focus of teacher, peer, and self-assessments. Pictures)
For example, consider creating a checklist to • Punjabi Posters
record evidence that a student’s communication
features:
- an understandable message or meaning Software
- an increasing amount of important and
- appropriate language for the task and relation-
ship
• Matra Primer
- active engagement
- risk taking to extend language use and facility
- pauses at the ends of phrases or ideas rather
than after each word
• For the recipe activity, assess the extent to which
- follow instructions
- ask for and provide clarification of the recipes
in Punjabi
- write a recipe
- explain the preparation of a dish in correct
sequence
• Provide frequent opportunities for students to
review and reflect on what they have learned,
and to establish personal goals and action plans
for increasing their Punjabi language skills.
(These activities may be integrated with career
and personal planning course work.)
• Criteria such as the following can be used in
assessing letters and other written work:
- meaning is clear
- includes interesting, relevant details
- follows appropriate conventions as practised
in class (e.g., greetings, closings, use of titles)
- uses a range of vocabulary to form simple
sentences
89
INTRODUCTORY PUNJABI 11 • Informational Communication

Students can share and apply non-verbal strategies
such as guessing or predicting in order to develop
• extract and process information from various confidence orally and with simple written work.
sources to complete authentic tasks
• Using the chalkboard, invite the whole class to
participate in creating a model course timetable.
Introduce vocabulary related to numbers, time,
and course names. Have students individually
complete personal timetables (with course names
written in Punjabi) and then work in pairs to ask
each other questions such as:
• As students acquire more skill and facility in

recognizing the written forms of individual
words and phrases, have them read simple,
illustrated stories silently and independently.
They can also read aloud to each other. Once
students have become familiar with the story,
invite them to:
- arrange labelled pictures of the story
sequentially
- create a mural illustrating the story
- compose sentences about the story
• Using a number of pictures depicting various
occupations, ask students to:
- identify the name of the occupation
- brainstorm duties associated with the
occupation
- develop a list of qualifications required to
fulfill the duties
• Collect from Punjabi newspapers, magazines,
professional journals, or online sources a set of
advertisements for jobs in the areas previously
discussed. (Students may also compose simulated
advertisements.) Have students compare the
qualifications listed in the advertisement with
those they have generated, and ask them to adjust
their own lists as necessary. In groups, encourage
students to compose an advertisement based on
the models they have studied.
90
INTRODUCTORY PUNJABI 11 • Informational Communication

To make language more relevant to their daily lives,
students are introduced to a variety of resources that Print Materials
are interesting and simple in vocabulary.
Assessment should be based on students’ abilities to
acquire information and use it to accomplish
relevant and meaningful tasks.
• At this level, students should not be expected to • Punjabi Posters
acquire detailed understanding through listening • Punjabi-English Dictionary
to or reading Punjabi sources. Assessment should • Sachittar Primary Punjabi Kosh (with
focus on key ideas. For example, to what extent Sentences)
are students able to: • Simple Punjabi Grammar
- present the main ideas in words or other forms
- follow a logical sequence when they represent
events or information
• When students present information orally, look
for evidence that they are increasingly able to
make themselves understood (e.g., in using
Punjabi pronunciation, they can distinguish
between the various d, t, r, and n sounds in
Punjabi and produce nasal sounds that do not
exist in English).
• When students write Punjabi, check that they are
able to form an increasing number of recogniz-
able letters and numbers.
• When students write advertisements, consider
the extent to which they:
- convey clear and relevant messages
- use a variety of expressions
- try to add appeal by using language and
images in interesting or unusual ways
91
INTRODUCTORY PUNJABI 11• Creative Works

Students’ written work should become increasingly
clear and logically sequenced. As they work
• respond in a personal way to creative works together, they can apply more strategies to present
that they listen to, view, or read viewpoints.
• Introduce journal writing as an ongoing activity.
Punjabi resources
• Introduce a fable or short story that has been
recorded on tape and invite students to listen
once or twice, as necessary. Check for overall
comprehension of the story line. Present the
written version of the story in a Cloze (see the
Glossary in Appendix F). As a follow-up,
students could rewrite the story:
- by placing it in a contemporary setting
- by changing all the direct speech to indirect
- by changing all the indirect speech to direct
• Use a Strip Story technique (see the Glossary in
Appendix F) to introduce particular fables or
stories to students working in small groups. As a
follow-up, students could:
- rewrite the story by changing the ending
- redo the story as a newspaper article
- role-play the story and record their work using
video or audio recording equipment
92
INTRODUCTORY PUNJABI 11 • Creative Works

As students are introduced to creative works in
Punjabi, assessment should focus on their Print Materials
recognition of the sequence of events, identification
of vocabulary, and ability to transfer material to a
• Badesi Lok Kahanian
contemporary setting.
• Panja Putran Da Pio
• When students create their own work, consider • Phull Piare Piare
the extent to which they are able to: • Sach Khud Bolta Hai (Truth Speaks for Itself)
- convey clear messages, feelings, or
impressions
- focus on a topic or theme Multimedia
- use details to add interest or effect
- use a range of appropriate vocabulary and
idioms • The Festival
- follow conventions of the form or genre (e.g.,
use simple rhymes and rhythmic patterns in
poems and songs)
- convey mood, feeling, or viewpoint of the
story (e.g., humour, tragedy, satire, moral
lesson)
- follow a sequence of key events
- present a unique twist or perspective
• As students work on creative projects, watch for
- collaborate to develop a project such as a
newspaper article
- seek assistance and consultation from peers
- suggest specific improvements when they are
editing peers’ work
93
INTRODUCTORY PUNJABI 11 • Cultural Contexts

Hands-on activities allow students to share their
knowledge of Punjabi language and culture and
• apply knowledge of characteristic Punjabi enable them to develop better understanding of
games, sports, crafts, customs, or celebrations aspects of the culture.
• Invite students to compare Punjabi myths and
• demonstrate an understanding of the
stories with similar stories from other cultures
significance of particular Punjabi customs,
(e.g., Chinese, Greek, Aboriginal). They could
choose stories from varied media such as film
animation, ballads, and so on. Some Punjabi
stories closely resemble tales familiar to Western
readers. For example, “The Golden Fish”
is similar to Grimm’s fairy tale,
“The Fisherman’s Wife.”
• Split the class into two groups and have each
group learn a card game (e.g., ). When
both groups have learned their game, rearrange
the students into several small groups in which
half are drawn from each of the original two
groups. Students then teach each other the games
they have learned. Have students identify games
commonly played in Canada that resemble these
Punjabi games.
• Working in pairs, ask students to write in Punjabi
the rules of a game they already know. Then they
trade rules with another pair and try to follow the
instructions they have received.
• Using visual aids and videos, introduce vocabu-
lary and knowledge related to a Punjabi celebra-
tion such as Vaisakhi (e.g., a Vaisakhi parade on a
video acquired from a local Gurdwara or
community cable channel). Involve students in
putting together plans for a school-based celebra-
tion of the occasion. Each group of students takes
responsibility for one aspect of the celebration,
such as:
- building a model of a Vaisakhi float
- putting together a Vaisakhi fashion show
- designing and distributing promotional
material
94
INTRODUCTORY PUNJABI 11 • Cultural Contexts

Students demonstrate their cultural knowledge
through talking, writing, representing, and Print Materials
engaging in classroom activities. Assessment will
focus on teacher and peer observation, discussion,
and self-assessment, with minimal language
demands.
• When students compare Punjabi stories, myths, • Punjabis in Canada
and celebrations, look for evidence that they are • The Sikhs
able to:
- identify important features of the Punjabi
activity or work Multimedia
- indicate similarities and differences
• Have students work in pairs or small groups to • The Festival
demonstrate a game or sport. Explain the criteria
for assessing their demonstrations, and record
observations on a feedback sheet or simple rating
scale. Other students can also provide feedback.
Focus assessment on two to four key aspects such
as:
- presentation or demonstration is clear and
easy to follow
- language is used accurately
- participants show enthusiasm
- students invite and respond to questions to
help make the game or sport clear
• Activities connected with celebrations such as
Vaisakhi can be assessed for the creative processes
students use and the work they produce. For
example, groups can assess the extent to which
members:
- generate a variety of ideas
- respect and encourage risk taking and diver-
gent thinking
- collaborate to develop a work plan
- contribute to the activity or product
- work together to overcome problems they
encounter
- are satisfied with the work they produce
• Invite students to keep an ongoing list of the
activities they are involved in. Ask them to record
how enjoyable and easy the activities are as well
as how effectively they participate.
95
96
APPENDICES
Punjabi 5 to 12
97
98
APPENDIX A
Prescribed Learning Outcomes
APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
A-100
INTERPERSONAL COMMUNICATION
It is expected that students will use Punjabi to establish and maintain personal relationships,
share ideas and opinions, and accomplish a variety of tasks.
Grade 5 Grade 6 Grade 7
• use common expressions and • exchange information about • communicate with others to
vocabulary for familiar objects likes, dislikes, and interests complete a task
• introduce themselves and • make and respond to simple • discuss personal likes, dislikes,
others, using appropriate family requests and interests
relationship terms in the case of • respond to and give basic • exchange information about
family introductions instructions day-to-day situations, events,
• exchange simple greetings • demonstrate an understanding and activities
• make and respond to simple of classroom routines conducted • use formal and informal forms
requests in Punjabi of address as appropriate
• respond to and give basic • use formal and informal forms • use Punjabi to participate in
instructions of address as appropriate classroom activities
A-101
• develop simple dialogues • express opinions and prefer- • communicate needs, desires,
• describe activities and interests ences, giving reasons and emotions appropriately
in oral and written form • exchange information related to • describe events and experiences
• request and provide information activities, people, and things sequentially
• seek or grant permission, • ask for and give assistance and • explain how to do an everyday
formally and informally information activity or procedure
• use Punjabi to conduct familiar • use Punjabi in a variety of • recognize and use simple
activities (real or simulated) authentic situations idiomatic expressions
• use vocabulary related to needs • use Punjabi in a variety of
and emotions authentic situations
A-102
Grade 11 Grade 12 Introductory Punjabi 11
• exchange opinions on topics of • exchange opinions and beliefs • use common expressions and
interest on topics of interest vocabulary for familiar objects
• with some supportive detail, • defend a viewpoint • introduce themselves and
describe or narrate an event, • express plans, goals, and others, using appropriate family
situation, or experience intentions relationship terms in the case of
• identify and use common • demonstrate understanding of a family introductions
idiomatic expressions wide range of idiomatic • exchange simple greetings
• interact with increased indepen- expressions • make and respond to simple
dence in familiar life situations • communicate effectively and requests
spontaneously in common life • exchange information about
situations likes, dislikes, and interests
• demonstrate an understanding
of classroom routines conducted
in Punjabi
• use formal and informal forms
of address as appropriate
• communicate needs, desires, or
emotions appropriately
• seek or grant permission,
formally and informally
• use Punjabi to conduct familiar
activities (real or simulated)
• express opinions and prefer-
ences, giving reasons
• describe events and experiences
sequentially
• explain how to do an everyday
activity or procedure
• recognize and use simple
idiomatic expressions
A-103
INFORMATIONAL COMMUNICATION
It is expected that students will acquire information from a variety of Punjabi resources for a
variety of purposes.
• extract specific information from • extract specific information from • extract information from various
various sources to complete various sources to complete sources to complete authentic
authentic tasks by using oral authentic tasks orally, visually, tasks in simple oral and written
language and visuals and in simple written form form
A-104
• extract and process information • extract and process information • extract and process information
from various sources to com- from various sources to com- from a variety of sources to
plete authentic tasks in oral and plete authentic tasks in oral and complete authentic tasks
written form written form
A-105
• research and use relevant • research, analyse, and use • extract and process information
information from a variety of relevant information from from various sources to com-
sources to complete authentic several sources on a chosen plete authentic tasks
tasks topic to complete authentic tasks
A-106
CREATIVE WORKS
It is expected that students will respond in personal ways to creative works in Punjabi that
they listen to, view, or read.
• respond in a personal way to • respond in a personal way to • respond in a personal way to

creative works that they listen to creative works that they listen to creative works that they listen
or view or view to, view, or read
• produce visual creative works • produce visual creative works • produce visual works and
based on Punjabi resources based on Punjabi resources simple oral creative works based
on Punjabi resources
A-107
CREATIVE WORKS
• respond in a personal way to • respond in a personal way to • respond in a personal way to

creative works that they listen creative works that they listen creative works that they listen
to, view, or read to, view, or read to, view, or read from a variety
• produce visual, oral, and simple • produce a variety of visual, oral, of sources
written creative works based on and simple written creative • produce a variety of creative
Punjabi resources works based on Punjabi works based on Punjabi
resources resources, with increased
emphasis on writing
A-108
CREATIVE WORKS
• respond in a personal way with • respond in a personal way with • respond in a personal way to
a range of forms of expression to a range of forms of expression to creative works that they listen
creative works from a variety of creative works from a variety of to, view, or read
sources sources • produce a variety of creative
• produce a variety of written, • produce a variety of creative works based on Punjabi
oral, and visual creative works works based on Punjabi resources
based on Punjabi resources resources
A-109
CULTURAL CONTEXTS
It is expected that students will experience Punjabi culture, making personal connections with their own
lives and cultures, and apply knowledge of Punjabi culture and society to enhance communication.
• demonstrate a familiarity with • demonstrate a knowledge of • demonstrate a knowledge of the

aspects of Punjabi games, Punjabi games, sports, arts, language needed to explain and
sports, arts, customs, celebra- customs, celebrations, and participate in Punjabi games,
tions, and festivals festivals sports, arts, customs, celebra-
• use language associated with • use language associated with tions, and festivals
Punjabi games, sports, arts, Punjabi games, sports, arts, • categorize similarities and
customs, celebrations, and customs, celebrations, and differences between Punjabi
festivals festivals games, sports, arts, customs,
• relate Punjabi games, sports, • identify similarities and differ- celebrations, and festivals and
arts, customs, celebrations, and ences between Punjabi games, those of their own and other
festivals to those of their own sports, arts, customs, celebra- cultures
and other cultures tions, and festivals and those of
their own and other cultures
A-110
CULTURAL CONTEXTS
• explain and demonstrate • apply knowledge of characteris- • apply knowledge of characteris-

procedures associated with tic Punjabi games, sports, crafts, tic Punjabi games, sports, crafts,
Punjabi games and sports customs, or celebrations to plan customs, or celebrations to plan
• describe and explain Punjabi and implement a cultural event and implement a cultural event
arts, customs, celebrations, and • identify ways that knowledge of • examine the effect that knowl-
festivals Punjabi language and culture edge of Punjabi language and
• explain similarities and differ- has affected their daily lives culture has on various aspects of
ences between Punjabi games, • demonstrate an appreciation of their lives
sports, arts, customs, celebra- Punjabi language and culture • demonstrate an appreciation of
tions, and festivals and those of and its place in local and global Punjabi language and culture
their own and other cultures communities and its place in local and global
• demonstrate an understanding communities
of the significance of particular • explain the significance of
Punjabi customs, celebrations, particular Punjabi customs,
and festivals celebrations, and festivals
A-111
CULTURAL CONTEXTS
• apply knowledge of characteris- • apply knowledge of characteris- • apply knowledge of character-

tic Punjabi games, sports, crafts, tic Punjabi games, sports, crafts, istic Punjabi games, sports,
customs, or celebrations to plan customs, or celebrations to plan crafts, customs, or celebra-
and implement a cultural event and implement a cultural event tions to plan and implement a
• analyse the effects that knowing • analyse the effects that knowing cultural event
about Punjabi language and about Punjabi language and • demonstrate an understand-
culture might have on various culture might have on various ing of the significance of
aspects of their lives aspects of their lives particular Punjabi customs,
• demonstrate an appreciation of • demonstrate an appreciation of celebrations, and festivals
Punjabi language and culture Punjabi language and culture
and its place in local and global and its place in local and global
communities communities
• analyse the significance of • analyse the significance of
particular Punjabi customs, particular Punjabi customs,
celebrations, and festivals celebrations, and festivals
A-112
APPENDIX B
Learning Resources
APPENDIX B: LEARNING RESOURCES
B-114
WHAT IS APPENDIX B?
Appendix B is a comprehensive list of the recommended learning resources for Punjabi 5 to 12.
The titles are listed alphabetically and each resource is annotated. In addition, Appendix B
contains information on selecting learning resources for the classroom.
What information does an annotation provide?
1. General Description 5. Curriculum Organizers
3. Author(s)
2. Media Format 6. The Grade Level Grid
4. Cautions
®
®
Badesi Lok Kahanian Curriculum Creative Works
Organizer(s):
®
Author(s): Kairon, Dr. Joginder Singh (ed.) Grade Level:
General Description: Illustrated book presents a K/1 2/3 4 5 6 7 8 9 10 11 12 ®

variety of short stories that have elements of magic, ✓ ✓ ✓
®
fantasy, suspense, and humour. The stories come from
many lands and are written in a simple, familiar style Year Recommended: 1995
that supports the communicative approach to language
Supplier: Far Eastern Books
teaching.
P.O. Box 846, Adelaide Street East Stn.
®
Caution: Toronto, ON
® M5C 2K1
Audience: General
Tel: (905) 477-2900 Fax: (905) 479-2988
Category: Student, Teacher Resource
Price: (not available)
®
®
ISBN/Order No: (not available)
8. Audience
7. Category 9. Supplier
B-115
1. General Description: This section provides 3. Author(s): Author or editor information is

an overview of the resource. provided where it might be of use to the
teacher.
2. Media Format: This is represented by an
icon next to the title. Possible icons include: 4. Caution: This category is used to alert
teachers about potentially sensitive issues.
5. Curriculum Organizers: This category
Audio Cassette helps teachers make links between the
resource and the curriculum.
CD-ROM 6. Grade Level Grid: This category indicates

the suitable age range for the resource.
7. Category: This section indicates whether it
Film is a student and teacher resource, teacher
resource, or professional reference.
8. Audience: The audience category indicates
Games/Manipulatives the suitability of the resource for different
types of students. Possible student
audiences include the following:
Laserdisc, Videodisc • general
• English as a second language (ESL)
• Students who are:
Multimedia - gifted
- blind or have visual impairments
- deaf or hard of hearing
Music CD • Students with:
- severe behavioural disorders
- dependent handicaps
Print Materials - physical disabilities
- autism
- learning disabilities (LD)
Record - mild intellectual disabilities (ID-mild)
- moderate to severe/profound
disabilities (ID-moderate to
Slides severe/profound)
9. Supplier: The name and address of the
supplier are included in this category.
Software Prices shown here are approximate and
subject to change. Prices should be verified
with the supplier.
Video
B-116
What about the videos? CRITERIA FOR SELECTION

The ministry attempts to obtain rights for There are a number of factors to consider
most recommended videos. Negotiations for when selecting learning resources.
the most recently recommended videos may
not be complete. For these titles, the original Content
distributor is listed in this document, instead
The foremost consideration for selection is
of British Columbia Learning Connection
the curriculum to be taught. Prospective
Inc. Rights for new listings take effect the
resources must adequately support the
year implementation begins. Please check
particular learning objectives that the teacher
with British Columbia Learning Connection
wants to address. Resources on the
Inc. before ordering new videos.
ministry's recommended list are not matched
SELECTING LEARNING RESOURCES directly to learning outcomes, but they are
FOR THE CLASSROOM linked to the appropriate curriculum
organizers. It is the responsibility of the
Selecting a learning resource means choosing
teacher to determine whether a resource will
locally appropriate materials from the list of
effectively support any given learning
recommended resources or other lists of
outcomes within a curriculum organizer.
evaluated resources. The process of selection
This can only be done by examining
involves many of the same considerations as
descriptive information regarding that
the process of evaluation, though not to the
resource; acquiring additional information
same level of detail. Content, instructional
about the material from the supplier,
design, technical design, and social
published reviews, or colleagues; and by
considerations may be included in the
examining the resource first-hand.
decision-making process, along with a
number of other criteria.
Instructional Design
The selection of learning resources should be
When selecting learning resources, teachers
an ongoing process to ensure a constant flow
must keep in mind the individual learning
of new materials into the classroom. It is most
styles and abilities of their students, as well
effective as an exercise in group decision
as anticipate the students they may have in
making, co-ordinated at the school, district,
the future. Resources have been
and ministry levels. To function efficiently
recommended to support a variety of special
and realize the maximum benefit from finite
audiences, including gifted, learning
resources, the process should operate in
disabled, mildly intellectually disabled, and
conjunction with an overall district and school
ESL students. The suitability of a resource
learning resource implementation plan.
for any of these audiences has been noted in
Teachers may choose to use provincially the resource annotation. The instructional
recommended resources to support provincial design of a resource includes the
or locally developed curricula; or they may organization and presentation techniques;
choose resources that are not on the ministry's the methods used to introduce, develop, and
list; or they may choose to develop their own summarize concepts; and the vocabulary
resources. Resources that are not on the level. The suitability of all of these should be
provincially recommended list must be considered for the intended audience.
evaluated through a local, board-approved
process.
B-117
Teachers should also consider their own students. Software may be particularly
teaching styles and select resources that will useful when students are expected to
complement them. The list of recommended develop critical-thinking skills through the
resources contains materials that range from manipulation of a simulation, or where
prescriptive or self-contained resources, to safety or repetition are factors. Print
open-ended resources that require resources or CD-ROM can best be used to
considerable teacher preparation. There are provide extensive background information
recommended materials for teachers with on a given topic. Once again, teachers must
varying levels and experience with a consider the needs of their individual
particular subject, as well as those that students, some of whom may learn better
strongly support particular teaching styles. from the use of one medium than another.
Technology Considerations Funding

Teachers are encouraged to embrace a As part of the selection process, teachers
variety of educational technologies in their should determine how much money is
classrooms. To do so, they will need to available to spend on learning resources.
ensure the availability of the necessary This requires an awareness of school and
equipment and familiarize themselves with district policies, and procedures for learning
its operation. If the equipment is not resource funding. Teachers will need to
currently available, then the need must be know how funding is allocated in their
incorporated into the school or district district and how much is available for their
technology plan. needs. Learning resource selection should be
viewed as an ongoing process that requires a
Social Considerations determination of needs, as well as long-term
planning to co-ordinate individual goals and
All resources on the ministry's recommended
local priorities.
list have been thoroughly screened for social
concerns from a provincial perspective.
Existing Materials
However, teachers must consider the
appropriateness of any resource from the Prior to selecting and purchasing new
perspective of the local community. learning resources, an inventory of those
resources that are already available should
Media be established through consultation with the
school and district resource centres. In some
When selecting resources, teachers should
districts, this can be facilitated through the
consider the advantages of various media.
use of district and school resource
Some topics may be best taught using a
management and tracking systems. Such
specific medium. For example, video may be
systems usually involve a computer database
the most appropriate medium when teaching
program (and possibly bar-coding) to help
a particular, observable skill, since it
keep track of a multitude of titles. If such a
provides a visual model that can be played
system is put on-line, then teachers can
over and over or viewed in slow motion for
check the availability of a particular resource
detailed analysis. Video can also bring
via a computer.
otherwise unavailable experiences into the
classroom and reveal "unseen worlds" to
B-118
SELECTION TOOLS 7. Identify resource priorities.

The Ministry of Education has developed a 8. Apply criteria such as those found in
variety of tools to assist teachers with the Selection and Challenge to shortlist potential
selection of learning resources. resources.
These include: 9. Examine shortlisted resources first-hand at
a regional display or at a publishers'
• Integrated Resource Packages (IRPs) which
display, or borrow a set from the Learning
contain curriculum information, teaching
Resources Branch.
and assessment strategies, and
recommended learning resources 10. Make recommendations for purchase.
• learning resources information via
annotation sets, resource databases on FURTHER INFORMATION
disks, the Learning Resources CD-ROM,
For further information on evaluation and
and, in the future, on-line access
selection processes, catalogues, CD-ROM
• sets of the most recently recommended
catalogues, annotation sets, or resource
learning resources (provided each year to a
databases, please contact the Learning
number of host districts throughout the
Resources Branch at 387-5331 or by fax
province to allow teachers to examine the
at 387-1527.
materials first hand at regional displays)
• sample sets of provincially recommended
resources (available on loan to districts on
request)
A MODEL SELECTION PROCESS

The following series of steps is one way a
school resource committeee might go about
selecting learning resources:
1. Identify a resource co-ordinator (for
example, a teacher-librarian).
2. Establish a learning resources committee
made up of department heads or lead
teachers.
3. Develop a school vision and approach to
resource-based learning.
4. Identify existing learning resource and
library materials, personnel, and
infrastructure.
5. Identify the strengths and weaknesses of
the existing systems.
6. Examine the district Learning Resources
Implementation Plan.
B-119
Recommended Learning Resources (Punjabi 5 - 12)
Amardeep Punjabi Sulekh Mala, 2 Curriculum Interpersonal Communication

Organizer(s)
General Description: Workbook helps teach Punjabi script Grade Level:

through the writing of individual letters and simple words that K/1 2/3 4 5 6 7 8 9 10 11 12
contain two, three, or four letters. Lamination would increase
durability. ✓ ✓
Audience: General Year Recommended: 1995
Category: Student, Teacher Resource Supplier: Asian Educational Supplies Ltd.
P. O. Box 162, Station E
2411 Dundas Street West
Toronto, ON
M6P 1X3
Tel: (416) 531 1230 Fax: (416) 530 0041

Price: $1.50
Anandpursahib Lippi Fonts Curriculum Interpersonal Communication

Organizer(s)
General Description: Windows software program adds a Grade Level:

typeface to those already on the computer. Allows the user to K/1 2/3 4 5 6 7 8 9 10 11 12
type in Gurmukhi by matching similar-sounding English
alphabet keys to the Punjabi alphabet. A user's manual with ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
installation instructions and character location map is included. Year Recommended: 1995
System requirements: 386 or later; Windows 3.1; 2 Mb RAM; Supplier: Amritech Computer Systems
PostScript printer. 9457 - 120th Street
Delta, BC
Audience: General V4C 6S2
Tel: (604) 582-9999 Fax: (604) 582-8809
or
Multi-cultural Books and Videos Inc.
12033 St. Thomas Crescent
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $75.00
Baal Geet Curriculum Creative Works

Organizer(s)
General Description: Book of poems and nursery rhymes Grade Level:

promotes aural and reading skills. Some of the poems are K/1 2/3 4 5 6 7 8 9 10 11 12
equivalent to English language nursery rhymes. Humour
contributes to student engagement and colourful illustrations ✓
enhance understanding of the poems. Lamination would increase Year Recommended: 1995
durability.
Supplier: Asian Publications
Audience: General 7495 Hurdle Crescent
Category: Student, Teacher Resource Surrey, BC
V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514

Price: $4.00
-9-
Baal Kahanian Curriculum Creative Works

Organizer(s)
Author(s): Maadpuri, Sukhdev; Bhullar, Gurbachan Singh Grade Level:

(eds.) K/1 2/3 4 5 6 7 8 9 10 11 12
General Description: Book consists of eight short stories
featuring topics such as nature, daily life, friendship, and ✓ ✓ ✓
travel. The stories use descriptive language to depict realistic Year Recommended: 1995
situations.
Supplier: Multi-cultural Books and Videos Inc.
Audience: General 12033 St. Thomas Crescent
Category: Student, Teacher Resource Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
Badesi Lok Kahanian Curriculum Creative Works

Organizer(s)
Author(s): Kairon, Dr. Joginder Singh (ed.) Grade Level:

General Description: Illustrated book presents a variety of short K / 1 2 / 3 4 5 6 7 8 9 10 11 12
stories that have elements of magic, fantasy, suspense, and
humour. The stories come from many lands and are written in a ✓ ✓ ✓
simple, familiar style that supports the communicative Year Recommended: 1995
approach to language teaching.
Audience: General P.O. Box 846, Adelaide Street East Stn.
Category: Student, Teacher Resource Toronto, ON
M5C 2K1
Tel: (905) 477-2900 Fax: (905) 479-2988

Bir Bahadar Jagge Di Varta Curriculum Creative Works

Organizer(s) Cultural Contexts
Informational Communication
Author(s): Daataa, Piara Singh Grade Level:
General Description: Hardcover resource features Punjabi folk K/1 2/3 4 5 6 7 8 9 10 11 12
tales and legends, many of which can be adapted to drama
format. Simple black and white illustrations are scattered ✓ ✓ ✓
throughout the book. Year Recommended: 1995
Audience: General Supplier: Multi-cultural Books and Videos Inc.
Category: Student, Teacher Resource 12033 St. Thomas Crescent
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
- 10 -
Canadian Sikhs: History, Religion and Curriculum Cultural Contexts

Culture of Sikhs In North America Organizer(s)
Author(s): Singh, Narindar; Mansukhani, Dr. Gobind Singh Grade Level:

General Description: Professional reference book provides K/1 2/3 4 5 6 7 8 9 10 11 12
background information about Canadian Sikh history, religion,
and culture. It also addresses the political, social, and economic ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
development of Canadian Sikhs since the days of the first Year Recommended: 1995
immigrants. Glossary, bibliography, and extensive appendices
are included. Supplier: Multi-cultural Books and Videos Inc.
Audience: General Tecumseh, ON
Category: Professional Reference N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $39.95
ISBN/Order No: 0-9698470-0-9
Encyclopaedia Of Sikh Religion And Culture Curriculum Cultural Contexts

Organizer(s)
Author(s): Dogra, R.C.; Mansukhani, Dr. Gobind Singh Grade Level:

General Description: Professional reference book, which may K/1 2/3 4 5 6 7 8 9 10 11 12
also be useful to students in grades 11 and 12, contains
information about Sikh religion, culture, history, tribes, castes, ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
folklore, customs, and festivals, and the origin of Sikh names. Year Recommended: 1995
The presentation is brief but thorough. An extensive
bibliography and an index are included. Supplier: Asian Publications
7495 Hurdle Crescent
Audience: General Surrey, BC
Category: Professional Reference V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514

Price: $49.00
ISBN/Order No: 0-7069-8368-8
The Festival Curriculum Creative Works

Author(s): Bonnici, Peter Grade Level:

General Description: Resource package consists of a softcover K/1 2/3 4 5 6 7 8 9 10 11 12
picture dictionary in Punjabi and English and an audio cassette.
They present the story of an Indian festival as seen through the ✓ ✓ ✓
eyes of a young boy. The cassette is narrated in English and Year Recommended: 1995
enhanced with Indian music.
Audience: General P.O. Box 846, Adelaide Street East Stn.
Category: Student, Teacher Resource Toronto, ON
M5C 2K1
Tel: (905) 477-2900 Fax: (905) 479-2988

Price: Text: $8.75
Audio Cassette: $6.95
ISBN/Order No: Text: 1-85269-074-7
- 11 -
G. C. S. E. Panjabi Curriculum Informational Communication

Organizer(s) Interpersonal Communication
Author(s): Nagra, J.S. Grade Level:

General Description: Resource developed for the British K/1 2/3 4 5 6 7 8 9 10 11 12
G.C.S.E. examinations supports a functional approach to
teaching Punjabi. Chapters are divided into the four language ✓ ✓ ✓ ✓ ✓ ✓
skills of reading, listening, speaking, and writing. Topics such Year Recommended: 1995
as family relationships, personal identification, travel,
transport, weather, holidays, food, shopping, and health help Supplier: Multi-cultural Books and Videos Inc.
to develop purposeful language skills. 12033 St. Thomas Crescent
Tecumseh, ON
Audience: General N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043
ISBN/Order No: 1-870383-060
Golden Temple Curriculum Cultural Contexts

Organizer(s)
Author(s): Singh, Mohinder Grade Level:

General Description: English language resource presents the K/1 2/3 4 5 6 7 8 9 10 11 12
history and development of Sikhism's holiest shrine, the Golden
Temple at Amritsar. The majority of the book comprises colour ✓ ✓ ✓ ✓ ✓
photographs, preceded by an introduction to the history of the Year Recommended: 1995
temple and the development of Sikhism in India's Punjab region.
Category: Teacher Resource Surrey, BC
V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514

Price: $22.00
ISBN/Order No: 962-217-167-2
GurbaniLippi/Amrit Lippi Fonts Curriculum Interpersonal Communication

Organizer(s)
Author(s): Thind, Kulbir S. Grade Level:

General Description: Software program, for Macintosh and K/1 2/3 4 5 6 7 8 9 10 11 12
Windows, adds a typeface (font) to the computer. It allows the
user to type in Gurmukhi by matching similar-sounding English ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
alphabet keys to the Punjabi alphabet. A user's guide with Year Recommended: 1995
installation instructions is included.
Supplier: MicroPro Compu Electronics Ltd.
System requirements: Macintosh System 6.0.7 or later; Windows 8697A - 120 St.
3.1; Adobe Type Manager. North Delta, BC
V4C 6R4
Audience: General
Category: Student, Teacher Resource Tel: (604) 591-8496 Fax: (604) 591-8496
- 12 -
Harimander Sahib (Golden Temple) Curriculum Cultural Contexts

Organizer(s)
Author(s): Singh, Mohinder Grade Level:

General Description: Punjabi language resource presents the K/1 2/3 4 5 6 7 8 9 10 11 12
history and development of Sikhism's holiest shrine, the Golden
Temple at Amritsar. The majority of the book comprises colour ✓ ✓ ✓ ✓ ✓
photographs, preceded by an introduction to the history of the Year Recommended: 1995
temple and the development of Sikhism in India's Punjab region.
Category: Teacher Resource Surrey, BC
V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514

Price: $22.00
ISBN/Order No: 962-217-167-2
Jaadu Di Soti - Magic Wand Curriculum Creative Works

Organizer(s) Informational Communication
Interpersonal Communication
Author(s): Kaur, Rajinder Grade Level:
General Description: Book features Punjabi fairy tales to K/1 2/3 4 5 6 7 8 9 10 11 12
develop student reading skills. Colour illustrations support the
text and aid student comprehension. ✓ ✓ ✓

Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc.
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
Matra Primer Curriculum Interpersonal Communication

Organizer(s)
General Description: Windows software program helps teach Grade Level:

the Punjabi vowels (matra) in three steps: definition of each K/1 2/3 4 5 6 7 8 9 10 11 12
matra, one-letter examples, and word creation. Graphics support
the text, and the sound capability enables students to practise ✓ ✓ ✓
what they have heard and record words. A user's manual with Year Recommended: 1995
installation instructions is included.
Supplier: Amritech Computer Systems
System requirements: 386 or 486; Windows 3.1; 2 Mb RAM; 9457 - 120th Street
Maboli Systems Inc.'s Anandpursahib Lippi Fonts. Delta, BC
V4C 6S2
Audience: General
- 13 -
Matrai Maa Curriculum Creative Works

Organizer(s)
Author(s): Singh, Nanak Grade Level:

General Description: Novel in Punjabi relates the story of an K/1 2/3 4 5 6 7 8 9 10 11 12
orphaned boy who is adopted by kind neighbours who support
him financially and emotionally. The young man eventually ✓ ✓
travels to England to study law. He returns to India to work as Year Recommended: 1995
a government lawyer and to marry the daughter of his adoptive
family. Supplier: Asian Publications
Category: Student, Teacher Resource V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514

Price: $19.00
ISBN/Order No: 81-85243-35-2
Oxford Picture Dictionary English-Punjabi Curriculum Informational Communication

Author(s): Parnwell, E.C. Grade Level:

General Description: Colour picture English-Punjabi dictionary is K/1 2/3 4 5 6 7 8 9 10 11 12
organized by themes such as space, land, the world, the town,
clothing, household occupations, travel, recreation, and the ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
human body. Over 2000 everyday objects are presented. It also Year Recommended: 1995
contains information in both Punjabi and English on how to use
the dictionary. Supplier: Multi-cultural Books and Videos Inc.
Category: Student, Teacher Resource N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $8.95
ISBN/Order No: 0-19-560704-X
Panja Putran Da Pio Curriculum Creative Works

Author(s): Kuar, Bachint Grade Level:

General Description: Short story about the relationship of a K/1 2/3 4 5 6 7 8 9 10 11 12
father to his five sons and to his grandchildren. "Respect for
the older generations" is a central theme. Simple two-tone ✓ ✓ ✓ ✓
illustrations enhance text. This resource could serve as a Year Recommended: 1995
springboard to discussion on intergenerational matters.
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
- 14 -
The Panjabi Alphabet Guide Work Book Curriculum Interpersonal Communication

(With Pictures) Organizer(s)
Author(s): Singh, Kesar Grade Level:

General Description: Student workbook supports the teaching of K/1 2/3 4 5 6 7 8 9 10 11 12
Punjabi script. Students learn the number of strokes required to
form each letter. Space is provided for practising these strokes. ✓
Black and white illustrations support the learning of Punjabi Year Recommended: 1995
vocabulary. Lamination would increase durability.
Supplier: Kesar Singh (Gyani)
Audience: General 13487-98A Avenue
V3T 1C7
Tel: (604) 581-3185 Fax: (604) 263-4201

Price: $3.00
Panjabi Book 1, 2, 3 Curriculum Informational Communication

Author(s): Phull, Kalra; Kaur, Jaskanwal Jit Grade Level:

General Description: Three-level series of softcover books K/1 2/3 4 5 6 7 8 9 10 11 12
teaches the basics of Punjabi reading and writing. Students
progress from learning the alphabet to reading short prose and ✓ ✓ ✓ ✓ ✓
poetry selections. Repetition and developmental Year Recommended: 1995
appropriateness assist students in acquiring basic skills.
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: Books 1, 2 and 3: $9.95 each
The Panjabi Guide (Work Book) Curriculum Interpersonal Communication

Organizer(s)
Author(s): Singh, Kesar Grade Level:

General Description: Student workbook reviews the Punjabi K/1 2/3 4 5 6 7 8 9 10 11 12
alphabet and progresses to short phrases. Pronunciation of some
Punjabi letters and words is written in English. There are ✓ ✓ ✓ ✓
opportunities to translate from Punjabi into English and English Year Recommended: 1995
into Punjabi. Lamination would increase durability.
Supplier: Kesar Singh (Gyani)
Audience: General 13487-98A Avenue
V3T 1C7
Tel: (604) 581-3185 Fax: (604) 263-4201

Price: $7.00
- 15 -
Panjabi Kaida Curriculum Interpersonal Communication

Organizer(s)
General Description: Windows software program contains each Grade Level:

letter of the Punjabi alphabet along with words and pictures K/1 2/3 4 5 6 7 8 9 10 11 12
related to that letter. Each page has pronunciation cues and
navigation signs. The user can record his or her own voice; a ✓ ✓
playback button allows the learner to listen to the spoken word. Year Recommended: 1995
Word games are provided. A user's manual with installation
instructions is included. Supplier: Amritech Computer Systems
9457 - 120th Street
System requirements: 386 or 486; Windows 3.1; 2 Mb RAM; Delta, BC
Maboli Systems Inc.'s Anandpursahib Lippi Fonts. V4C 6S2
Audience: General Tel: (604) 582-9999 Fax: (604) 582-8809
Panjabi Made Easy Curriculum Informational Communication

General Description: Three-level British series teaches the Grade Level:

basics of Punjabi reading and writing. Topics relate to daily K/1 2/3 4 5 6 7 8 9 10 11 12
life: shopping, holidays, the beach, restaurants, and so on.
✓ ✓ ✓ ✓ ✓
Audience: General
Year Recommended: 1995
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

ISBN/Order No: Book 1: 0-9508035-4-5
Book 2: 0-9508035-9-6
Book 3: 1-870383-00-1
Panjabi Workbook Curriculum Interpersonal Communication

Organizer(s)
General Description: Workbook introduces basic Punjabi Grade Level:

vocabulary through phonic exercises. It promotes oral, aural, K/1 2/3 4 5 6 7 8 9 10 11 12
writing, and reading skills as well as thinking skills through
activities such as completions, question-answers, and games. ✓ ✓ ✓ ✓ ✓
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
- 16 -
Phull Piare Piare Curriculum Creative Works

Organizer(s)
Author(s): Bhullar, Gurbachan Singh (ed.) Grade Level:

General Description: Book introduces a variety of Punjabi K/1 2/3 4 5 6 7 8 9 10 11 12
poetry. The poems deal with topics about daily life such as
school, home, family relationships, and animals. Simple colour ✓ ✓ ✓
drawings enhance text. Lamination would increase durability. Year Recommended: 1995
Audience: General Supplier: Far Eastern Books
Category: Student, Teacher Resource P.O. Box 846, Adelaide Street East Stn.
Toronto, ON
M5C 2K1
Tel: (905) 477-2900 Fax: (905) 479-2988

Piare Piare Bole Curriculum Creative Works

Organizer(s)
Author(s): Saabar, Sant Singh Grade Level:

General Description: Book presents a variety of short Punjabi K/1 2/3 4 5 6 7 8 9 10 11 12
poems that deal with aspects of everyday life. The rhyme
schemes encourage and assist in student reading. Although the ✓ ✓ ✓
vocabulary is simple, the concepts are meaningful for a broad Year Recommended: 1995
range of learners.
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
A Pictorial Panjabi - English Dictionary Curriculum Informational Communication

Author(s): Kalra, Surjit Singh Grade Level:

General Description: Basic Punjabi-English dictionary presents K/1 2/3 4 5 6 7 8 9 10 11 12
functional Punjabi words in both Punjabi and roman scripts.
Pictures of the words aid comprehension. Lamination would ✓ ✓ ✓ ✓ ✓
increase durability. Year Recommended: 1995
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
ISBN/Order No: 0-907108-77-6
- 17 -
Punjabi Alphabet - Part One Curriculum Interpersonal Communication

Organizer(s)
Author(s): Binning, Sadhu Grade Level:

General Description: Book teaches students to write the Punjabi K / 1 2 / 3 4 5 6 7 8 9 10 11 12
script. A page is devoted to each letter or sound, and sample
words are provided. Exercises enable students to practise writing ✓ ✓ ✓
the script and reading simple words and phrases. Year Recommended: 1995
Audience: General Supplier: Learning Resources Branch
Category: Student, Teacher Resource 878 Viewfield Road
Victoria, BC
V9A 4V1
Tel: (604) 387-5331 Fax: (604) 387-1527

Punjabi - English Dictionary Curriculum Informational Communication

Author(s): Singh, Dr. Gurcharan; Singh, Saran; Kaur, Grade Level:

Ravinder (eds.) K/1 2/3 4 5 6 7 8 9 10 11 12
General Description: Book is a Punjabi-English dictionary.
Punjabi words are in boldface type followed by their English ✓ ✓ ✓
equivalents. Year Recommended: 1995
Audience: General Supplier: Far Eastern Books
Category: Student, Teacher Resource P.O. Box 846, Adelaide Street East Stn.
Toronto, ON
M5C 2K1
Tel: (905) 477-2900 Fax: (905) 479-2988

or or
Asian Publications Laurier Books Ltd.
7495 Hurdle Crescent Box 2694, Station D
Surrey, BC Ottawa, ON
V3V 8T8 K1P 5W6
Tel: (604) 597-5837 Tel: (613) 738-2163

Fax: (604) 594-8514 Fax: (613) 247-0256
ISBN/Order No: 81-7205-070-4
Punjabi Posters Curriculum Informational Communication

General Description: Group of 16 colour posters introduces a Grade Level:

variety of lexical items by themes: flowers, insects, mammals, K/1 2/3 4 5 6 7 8 9 10 11 12
vegetables, fruits, numbers, colours, days of the week, sports, and
so on. Vocabulary is written in English and Punjabi. ✓ ✓ ✓ ✓ ✓ ✓
Corresponding pictures and symbols aid comprehension. Year Recommended: 1995
Category: Teacher Resource 12033 St. Thomas Crescent
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $3.50 each
- 18 -
Punjabi Rachna Curriculum Informational Communication

General Description: Set of three softcover workbooks teaches Grade Level:

students to read and write Punjabi script. The first book K/1 2/3 4 5 6 7 8 9 10 11 12
introduces the formation of letters; the remaining books present
sentences, paragraphs, and story writing. Activities include ✓ ✓ ✓
completions, true and false, matching, and answering Year Recommended: 1995
comprehension questions. Lamination would increase durability.
Supplier: Asian Educational Supplies Ltd.
Audience: General P. O. Box 162, Station E
Category: Student, Teacher Resource 2411 Dundas Street West
Toronto, ON
M6P 1X3
Tel: (416) 531 1230 Fax: (416) 530 0041

Price: Book 0, Book 1, and Book 2: $2.00 each
ISBN/Order No: Book 0: 81-7010-151-4
Book 1: 81-7010-152-2
Book 2: (not available)
Punjabis in Canada Curriculum Cultural Contexts

Organizer(s)
Author(s): Judge, Paramjit S. Grade Level:

General Description: Professional reference book employs a K/1 2/3 4 5 6 7 8 9 10 11 12
scholarly approach in a study of the immigration of Punjabi
people to Canada. It elaborates upon patterns of migration and ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
intra-family conflicts of Punjabis to explain the formation of a Year Recommended: 1995
community in Canada. All data is properly documented.
Category: Professional Reference Surrey, BC
V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514

Price: $19.00
ISBN/Order No: 81-7001-099-3
Sach Khud Bolta Hai Curriculum Creative Works

Organizer(s)
Author(s): Bedi, Wanjara Grade Level:

General Description: Reader contains short stories written in K/1 2/3 4 5 6 7 8 9 10 11 12
Punjabi script that deal with such themes as friendship,
loyalty, family relationships, and co-operation. The narrative ✓ ✓ ✓
and dialogue employ common, relevant language. Lamination Year Recommended: 1995
would increase durability.
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

or
Asian Publications
Surrey, BC
V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514

Price: $8.95
ISBN/Order No: 81-7205-086-0
- 19 -
Sachittar Primary Punjabi Kosh (with Curriculum Informational Communication

Sentences) Organizer(s)
General Description: Punjabi - Punjabi dictionary has Grade Level:

dual-column entries. It provides definitions of each word and K/1 2/3 4 5 6 7 8 9 10 11 12
sample sentences to clarify the context in which the word may
be used. Illustrations, some of which appear to be out of focus, ✓ ✓ ✓ ✓
are scattered throughout. Year Recommended: 1995
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $19.95
Samen - Samen Di Gall Curriculum Creative Works

Organizer(s)
Author(s): Singh, Gurcharan Grade Level:

General Description: Book of Punjabi folk tales introduces K/1 2/3 4 5 6 7 8 9 10 11 12
Punjabi heritage and traditions. Colourful pictures aid
comprehension. Lamination would increase durability. ✓ ✓ ✓

Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
The Sikh Canadians Curriculum Cultural Contexts

Organizer(s)
Author(s): Minhas, Manmohan Singh Grade Level:

General Description: Book with black and white photos K/1 2/3 4 5 6 7 8 9 10 11 12
presents a history of Sikh culture in Canada. It is divided into
chapters on Sikh migration, Sikh religion and history, Sikh ✓ ✓ ✓ ✓ ✓ ✓ ✓
culture and traditions, and Sikhs in Canada today. Brief Year Recommended: 1995
biographical information is presented on prominent Canadian
Sikhs. Supplier: Asian Publications
Category: Student, Teacher Resource V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514

or
Multi-cultural Books and Videos Inc.
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $17.00
ISBN/Order No: 1-89073-44-8
- 20 -
The Sikhs Curriculum Cultural Contexts

Organizer(s)
Author(s): Singh, Khushwant; Rai, Raghu Grade Level:

General Description: Professional reference book explains Sikh K/1 2/3 4 5 6 7 8 9 10 11 12
history, beliefs, and traditions. The text uses subheadings
which allow for easier access of information. Numerous clear, ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
full-colour photographs enhance the textual information. Year Recommended: 1995
Audience: General Supplier: Asian Publications
Category: Professional Reference 7495 Hurdle Crescent
Surrey, BC
V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514

Price: $49.00
Simple Punjabi Grammar Curriculum Informational Communication

Author(s): Alag, Sarup Singh; Singh, Amar Grade Level:

General Description: Book supports language learning strategies K/1 2/3 4 5 6 7 8 9 10 11 12
for advanced students of Punjabi. Grammatical concepts (e.g.,
adjectives, verbs, idioms, prepositions) are introduced by means ✓ ✓ ✓
of examples in relevant language, followed by practice exercises. Year Recommended: 1995
A glossary and a list of proverbs complete the book.
Supplier: Amar Publications
Audience: General 5987 Prince Albert Street
Category: Student, Teacher Resource Vancouver, BC
V5W 3E2
Tel: (604) 321-1226 Fax: (604) 321-1226

Star Children's Picture Dictionary Curriculum Informational Communication

Author(s): Verma, Babita (ed.) Grade Level:

General Description: Colourfully illustrated English-Punjabi K/1 2/3 4 5 6 7 8 9 10 11 12
dictionary presents more than 1000 words grouped into 14 themes
(e.g., alphabet, numbers, animals, food, home, human body, ✓ ✓ ✓
measurements, people, places, transportation). The picture Year Recommended: 1995
entries are of words familiar to children from all over the
world. Supplier: Multi-cultural Books and Videos Inc.
ESL - dual language entries and colour illustrations could N8N 3V6
promote language learning for beginning ESL students
or
Far Eastern Books
P.O. Box 846, Adelaide Street East Stn.
Toronto, ON
M5C 2K1
Tel: 1-800-291-8886 Fax: (905) 479-2988

Price: $23.95
ISBN/Order No: 0-907264-65-4
- 21 -
Sumit Punjabi Baal Geet Curriculum Creative Works

Organizer(s)
Author(s): Kohli, K.S. Grade Level:

General Description: Book features 20 rhyming poems written in K/1 2/3 4 5 6 7 8 9 10 11 12
simple vocabulary. Simple illustrations enhance text. The use
of nursery rhymes could facilitate oral work and serve as an ✓ ✓
introduction to Punjabi poetry. Year Recommended: 1995
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
Sumit Shabad Bodh Curriculum Interpersonal Communication

Organizer(s)
General Description: Book teaches how to put Punjabi alphabet Grade Level:
letters together to form words. Colour illustrations support K/1 2/3 4 5 6 7 8 9 10 11 12
individual words and short text.
✓
Audience: General
Year Recommended: 1995
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
Sunder Sulekh Pustak Curriculum Interpersonal Communication

Organizer(s)
General Description: Set of three workbooks supports the Grade Level:

teaching of Punjabi script. Level Three teaches the writing of K/1 2/3 4 5 6 7 8 9 10 11 12
individual words and simple phrases; Level Four develops
sentence writing skills and sequencing of sentences; and Level ✓ ✓ ✓
Five develops paragraph writing skills. Lamination would Year Recommended: 1995
increase durability.
Supplier: Asian Educational Supplies Ltd.
Audience: General P. O. Box 162, Station E
Category: Student, Teacher Resource 2411 Dundas Street West
Toronto, ON
M6P 1X3
Tel: (416) 531 1230 Fax: (416) 530 0041

Price: Part 3, Part 4, and Part 5: $1.50 each
- 22 -
Tamak Toon Curriculum Creative Works

Organizer(s) Informational Communication
Author(s): Singh, Bhagat Grade Level:
General Description: Book features Punjabi fables to develop K/1 2/3 4 5 6 7 8 9 10 11 12
reading skills. Colour illustrations support the text. Lamination
would increase durability. ✓ ✓ ✓

Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043

Price: $9.95
ISBN/Order No: 81-7010-150-6
- 23 -
APPENDIX C
Cross-Curricular Interests
APPENDIX C: CROSS-CURRICULAR INTERESTS
C-2
T
he three principles of learning stated Employability Skills—inclusion of
in the introduction of this Integrated outcomes or strategies that promote skills
Resource Package (IRP) support the that will enable students to be successful
foundation of The Kindergarten to Grade 12 in the workplace (e.g., literacy, numeracy,
Education Plan. They have guided all aspects critical and creative thinking, problem
of the development of this document, includ- solving, technology, and information
ing the curriculum outcomes, instructional management)
strategies, assessment strategies, and learning
Contextual Learning—an emphasis on
resource evaluations.
learning by doing; the use of abstract ideas
In addition to these three principles, the and concepts, including theories, laws,
Ministry of Education wants to ensure that principles, formulas, rules, or proofs in a
education in British Columbia is relevant, practical context (e.g., home, workplace,
equitable, and accessible to all learners. In community)
order to meet the needs of all learners, the
Contextual Learning—inclusion of strategies
development of each component of this
that promote co-operative activities and
document has been guided by a series of
teamwork
cross-curricular reviews. This appendix
outlines the key aspects of each of these Career Development—inclusion of
reviews. The information here is intended appropriate connections to careers,
to guide the users of this document as they occupations, entrepreneurship, or the
engage in school and classroom organization workplace
and instructional planning and practice.
An applied focus in all subjects and courses
The areas of cross-curricular interest are: promotes the use of practical applications to
demonstrate theoretical knowledge. Using
• Applied Focus in Curriculum
real-world and workplace problems and
• Career Development
situations as a context for the application
• English as a Second Language (ESL)
of theory makes school more relevant to
• Environment and Sustainability
students’ needs and goals. An applied focus
• Aboriginal Studies
strengthens the link between what students
• Gender Equity
need to know to function effectively in the
• Information Technology
workplace or in postsecondary education
• Media Education
and what they learn in Kindergarten
• Multiculturalism and Anti-Racism
through Grade 12.
• Science-Technology-Society
• Special Needs Some examples of an applied focus in
different subjects are:
APPLIED FOCUS IN CURRICULUM
English Language Arts—increasing
An applied focus combines the following emphasis on language used in everyday
components in curriculum development, situations and in the workplace, such as for
consistent with the nature of each subject job interviews, memo and letter writing, word
area: processing, and technical communication
(including the ability to interpret technical
Learning Outcomes—expressed as
reports, manuals, tables, charts, and
observable, measurable, and reportable
graphics)
abilities or skills
C-3
Mathematics—more emphasis on skills • an understanding of the role of technology

needed in the workplace, including in the workplace and in daily life
knowledge of probability and statistics, logic, • an understanding of the relationship
measurement theory, and problem solving between work and learning
• an understanding of the changes taking
Science—more practical applications and
place in the economy, society, and the job
hands-on experience of science, such as
market
reducing energy waste in school or at home,
• an ability to construct learning plans and
caring for a plant or animal in the classroom,
reflect on the importance of lifelong learning
using computers to produce tables and
• an ability to prepare for multiple roles
graphs and for spreadsheets
throughout life
Business Education—more emphasis on
The main emphases of career development
real-world applications such as preparing
are career awareness, career exploration,
résumés and personal portfolios, participating
career preparation, career planning, and
in groups to solve business communication
career work experience.
problems, using computer software to keep
records, and using technology to create and
In the Primary Years
print marketing material
Career awareness promotes an open attitude
Visual Arts—applying visual arts skills
toward a variety of career roles and types of
to real-world design, problem solving, and
work. Topics include:
communications; exploring career appli-
cations of visual arts skills; experimenting • the role of work and leisure
with a variety of new technologies to create • relationships among work, the family,
images; and a new emphasis on creating and one’s personal interests, and one’s abilities
understanding images of social significance
A variety of careers can be highlighted
to the community
through the use of in-class learning activities
This summary is derived fromThe Kindergarten to focussing on the students themselves and
Grade 12 Education Plan (September 1994), and curriculum on a range of role models, including non-
documents from British Columbia and other jurisdictions.
traditional role models.
CAREER DEVELOPMENT
In Grades 4 to 8
Career development is an ongoing process
The emphasis on self-awareness and career
through which learners integrate their
awareness is continued. Topics include:
personal, family, school, work, and
community experiences to facilitate • interests, aptitudes, and possible future
career and lifestyle choices. goals
• technology in the workplace and in our
Students develop:
daily lives
• an open attitude toward a variety of • social, family, and economic changes
occupations and types of work • future education options
• an understanding of the relationship • career clusters (careers that are related to
between work and leisure, work and the one another)
family, and work and one’s interests and • lifestyles
abilities • external influences on decision making
C-4
Games, role-playing, drama, and appropriate In Grades 11 and 12

community volunteer experience can be
Career development in these grades is
used to help students actively explore the
focussed more specifically on issues related
world of work. Field experiences in which
to the world of work. These include:
students observe and interview workers in
their occupational environments may also • dynamics of the changing work force
be appropriate. These learning activities will and changing influences on the job market
facilitate the development of interpersonal (e.g., developing technology and economic
communications and group problem-solving trends)
skills needed in the workplace and in other • job-keeping and advancement skills
life situations. (interpersonal skills needed in the
workplace, employment standards)
In Grades 9 and 10 • occupational health issues and accessing
health support services
The emphasis is on providing students
• funding for further education
with opportunities to prepare for and make
• alternative learning strategies and
appropriate and realistic decisions. In
environments for different life stages
developing their student learning plans, they
• mandatory work experience (minimum
will relate self-awareness to their goals and
30 hours)
aspirations. They will also learn many basic
skills and attitudes that are required for an
Work Experience
effective transition into adulthood. This will
assist in preparing them to be responsible Work experience provides students with
and self-directed throughout their lives. opportunities to participate in a variety of
Topics include: workplace situations to help prepare them
for the transition to a work environment.
• entrepreneurial education
Work experience also provides students
• employability skills (e.g., how to find and
with opportunities to:
keep a job)
• the importance of lifelong education and • connect what they learn in school with the
career planning skills and knowledge needed in the
• involvement in the community workplace and society in general
• the many different roles that an individual • experience both theoretical and applied
can play throughout life learning, which is part of a broad liberal
• the dynamics of the working world (e.g., education
unions, unemployment, supply and • explore career directions identified in their
demand, Pacific Rim, free trade) Student Learning Plans
The examination of personal interests and Descriptions of career development are drawn
from the Ministry of Education’s Career Developer’s
skills through a variety of career exploration
Handbook, Guidelines for the Kindergarten to Grade 12
opportunities (e.g., job shadowing) is Education Plan, Implementation Resource, Part 1, and the
emphasized at this level. Group discussion Career and Personal Planning IRP, April 1995.
and individual consultation can be used to
help students examine and confirm their
personal values and beliefs.
C-5
ENGLISH AS A SECOND LANGUAGE (ESL) Teachers may have ESL students at any level
in their classes. Many ESL students are
ESL assistance is provided to students whose
placed in subject-area classes primarily for
use of English is sufficiently different from
the purpose of contact with English-speaking
standard English to prevent them from
peers and experience with the subject and
reaching their potential. Many students
language. Other ESL students are wholly
learning English speak it quite fluently and
integrated into subject areas. A successful
seem to be proficient. School, however,
integration takes place when the student has
demands a more sophisticated version of
reached a level of English proficiency and
English, both in reading and writing. Thus
background knowledge in a subject to be
even fluent speakers might require ESL to
successful with a minimum of extra support.
provide them with an appropriate language
experience that is unavailable outside the
Optimum Learning Environment
classroom. ESL is a transitional service rather
than a subject. Students are in the process of The guiding principle for ESL support is the
learning the language of instruction and, in provision of a learning environment where
many cases, the content matter of subjects the language and concepts can be
appropriate to their grade level. Thus ESL understood by the students.
does not have a specific curriculum. The
Good practices to enhance the learning of
provincial curriculum is the basis of much of
students include:
the instruction and is used to teach English
as well as individual subject areas. It is the • using real objects and simple language
methodology, the focus, and the level of at the beginning level
engagement with the curriculum that • taking into consideration other cultural
differentiates ESL services from other backgrounds and learning styles at any
school activities. level
• providing adapted (language-reduced)
Students in ESL learning materials
• respecting a student’s “silent period”
Nearly 10% of the British Columbia school
when expression does not reflect the level
population is designated as ESL students.
of comprehension
These students come from a diversity of
• allowing students to practise and
backgrounds. Most are recent immigrants to
internalize information before giving
British Columbia. Some are Canadian-born
detailed answers
but have not had the opportunity to learn
• differentiating between form and content
English before entering the primary grades.
in student writing
The majority of ESL students have a well-
• keeping in mind the level of demand
developed language system and have had
placed on students
similar schooling to that of British Columbia-
educated students. A small number, because This summary is drawn from Supporting Learners
of previous experiences, are in need of basic of English: Information for School and District
Administrators, RB0032, 1993, and ESL Policy Discussion
support such as literacy training, academic Paper (Draft), Social Equity Branch, December 1994.
upgrading, and trauma counselling.
C-6
ENVIRONMENT AND SUSTAINABILITY • Students should be provided with

opportunities to develop an aesthetic
Environmental education is defined as a way
appreciation of the environment.
of understanding human relationships with
the environment. It involves: The theme study units might include:
Consumerism, School Operating Systems,
• students learning about their connections
Pollution, or Endangered Species.
to the natural environment through all
subjects This summary is derived from A Plan for Environmental
Education, Curriculum Branch, October 1995.
• students having direct experiences in the
environment, both natural and human-
ABORIGINAL STUDIES
built
• students making decisions about and Aboriginal studies focus on the richness
acting for the environment and diversity of Aboriginal cultures and
languages. These cultures and languages are
The term sustainability helps to describe
examined within their own unique contexts
societies that “promote diversity and do not
and within historical, contemporary, and
compromise the natural world for any
future realities. Aboriginal studies are based
species in the future.”
on a holistic perspective that integrates the
past, present, and future. Aboriginal peoples
Value of Integrating Environment and
Sustainability Themes are the original inhabitants of North America
and live in sophisticated, organized, and
Integrating these themes into the curriculum self-sufficient societies. The First Nations
helps students develop a responsible attitude constitute a cultural mosaic as rich and
toward caring for the earth. Studies that diverse as that of Western Europe, including
integrate environment and sustainability different cultural groups (e.g., Nisga’a,
themes provide students with opportunities KwaKwaka’Wakw, Nlaka’pamux,
to identify their beliefs and opinions, reflect Secwepemc, Skomish, Tsimshian). Each is
on a range of views, and ultimately make unique and has a reason to be featured in
informed and responsible choices. the school system. The First Nations of
The guiding principles that should be British Columbia constitute an important
interwoven in subjects from Kindergarten part of the historical and contemporary
to Grade 12 are: fabric of the province.
• Direct experience is the basis of human Value of Integrating Aboriginal Studies

learning.
• Analysis of interactions helps humans • First Nations values and beliefs are
make sense of their environment. durable and relevant today.
• Responsible action is both integral to and a • There is a need to validate and
consequence of environmental education. substantiate First Nations identity.
• First Nations peoples have strong, dynamic,
Some organizing principles are: evolving cultures that have adapted to
• Human survival depends on complex changing world events and trends.
natural and human-built systems. • There is a need to understand similarities
• Human decisions and actions have and differences among cultures to create
environmental consequences. tolerance, acceptance, and mutual respect.
C-7
• There is a need for informed, reasonable Physical Education—participating in and

discussion and decision making regarding developing an appreciation for First Nations
First Nations issues, based on accurate games and dances
information (for example, as modern This summary is derived from First Nations Studies:
treaties are negotiated by Canada, British Curriculum Assessment Framework (Primary through
Columbia, and First Nations). Graduation), Aboriginal Education Branch, 1992, and
B.C. First Nations Studies 12 Curriculum, Aboriginal
In studying First Nations, it is expected that Education Branch, 1994.
the students will:
GENDER EQUITY
• demonstrate an understanding and
appreciation for the values, customs, and Gender-equitable education involves the
traditions of First Nations peoples inclusion of the experiences, perceptions,
• demonstrate an understanding of and and perspectives of girls and women, as well
appreciation for unique First Nations as boys and men, in all aspects of education.
communications systems It will initially focus on girls in order to
• demonstrate a recognition of the redress historical inequities. Generally, the
importance of the relationship between inclusive strategies, which promote the
First Nations peoples and the natural participation of girls, also reach boys who
world are excluded by more traditional teaching
• recognize dimensions of First Nations art styles and curriculum content.
as a total cultural expression
Principles of Gender Equity in Education
• give examples of the diversity and
functioning of the social, economic, and • All students have the right to a learning
political systems of First Nations peoples environment that is gender equitable.
in traditional and contemporary contexts • All education programs and career
• describe the evolution of human rights decisions should be based on a student’s
and freedoms as they pertain to First interest and ability, regardless of gender.
Nations peoples • Gender equity incorporates a
consideration of social class, culture,
Some examples of curriculum integration
ethnicity, religion, sexual orientation,
include:
and age.
Visual Arts—comparing the artistic styles • Gender equity requires sensitivity,
of two or more First Nations cultures determination, commitment, and vigilance
over time.
English Language Arts—analysing
• The foundation of gender equity is
portrayals and images of First Nations
co-operation and collaboration among
peoples in various works of literature
students, educators, education
Home Economics—identifying forms of organizations, families, and members
food, clothing, and shelter in past and of communities.
contemporary First Nations cultures
General Strategies for Gender-Equitable
Technology Education—describing the
Teaching
sophistication of traditional First Nations
technologies (e.g., bentwood or kerfed boxes, • Be committed to learning about and
weaving, fishing gear) practising equitable teaching.
C-8
• Use gender-specific terms to market • Be aware of accepted gender-bias practices

opportunities—for example, if a in physical activity (e.g., in team sport,
technology fair has been designed to funding for athletes, and choices in
appeal to girls, mention girls clearly and physical education programs).
specifically. Many girls assume that • Do not assume that all students are
gender-neutral language in non-traditional heterosexual.
fields means boys. • Share information and build a network of
• Modify content, teaching style, and colleagues with a strong commitment to
assessment practices to make non- equity.
traditional subjects more relevant and • Model non-biassed behaviour: use
interesting for female and male students. inclusive, parallel, or gender-sensitive
• Highlight the social aspects and usefulness language; question and coach male and
of activities, skills, and knowledge. female students with the same frequency,
• Comments received from female students specificity, and depth; allow quiet students
suggest that they particularly enjoy sufficient time to respond to questions.
integrative thinking; understanding • Have colleagues familiar with common
context as well as facts; and exploring gender biasses observe your teaching and
social, moral, and environmental impacts discuss any potential bias they may
of decisions. observe.
• When establishing relevance of material, • Be consistent over time.
consider the different interests and life This summary is derived from the preliminary Report
experiences that girls and boys may have. of the Gender Equity Advisory Committee, received by the
• Choose a variety of instructional strategies Ministry of Education in February 1994, and from a
review of related material.
such as co-operative and collaborative
work in small groups, opportunities for
INFORMATION TECHNOLOGY
safe risk taking, hands-on work, and
opportunities to integrate knowledge and Information technology is the use of tools
skills (e.g., science and communication). and electronic devices that allow us to create,
• Provide specific strategies, special explore, transform, and express information.
opportunities, and resources to encourage
students to excel in areas of study in Value of Integrating Information Technology
which they are typically under-
As Canada moves from an agricultural and
represented.
industrial economy to the information age,
• Design lessons to explore many
students must develop new knowledge,
perspectives and to use different sources
skills, and attitudes. The information
of information; refer to female and male
technology curriculum has been developed
experts.
to be integrated into all new curricula to
• Manage competitiveness in the classroom,
ensure that students know how to use
particularly in areas in which male
computers and gain the technological
students typically excel.
literacy demanded in the workplace.
• Watch for biasses (e.g., in behaviour or
learning resources) and teach students In learning about information technology,
strategies to recognize and work to students acquire skills in information
eliminate inequities they observe. analysis and evaluation, word processing,
C-9
database analysis, information management, • Expressions—designing, integrating, and

graphics, and multimedia applications. presenting a message using text, audio
Students also identify ethical and social and visual information, and message
issues arising from the use of information delivery
technology.
This information is derived from the draft Information
With information technology integrated into Technology Curriculum K to 12 currently under
development.
the curriculum, students will be expected to:
• demonstrate basic skills in handling MEDIA EDUCATION
information technology tools Media education is a multidisciplinary and
• demonstrate an understanding of interdisciplinary approach to the study of
information technology structure and media. Media education deals with key
concepts media concepts and focusses on broad
• relate information technology to personal issues such as the history and role of media
and social issues in different societies and the social, political,
• define a problem and develop strategies economic, and cultural issues related to the
for solving it media. Instead of addressing the concepts in
• apply search criteria to locate or send depth, as one would in media studies, media
information education deals with most of the central
• transfer information from external sources media concepts as they relate to a variety
• evaluate information for authenticity and of subjects.
relevance
• arrange information in different patterns Value of Integrating Media Education
to create new meaning
Popular music, television, film, radio,
• modify, revise, and transform information
magazines, computer games, and
• apply principles of design affecting
information services—all supplying media
appearance of information
messages—are pervasive in the lives of
• deliver a message to an audience using
students today. Media education develops
information technology
students’ abilities to think critically and
The curriculum organizers are: independently about issues that affect them.
Media education encourages students to
• Foundations—the basic physical skills,
identify and examine the values contained
and intellectual and personal
in media messages. It also cultivates the
understandings required to use
understanding that these messages are
information technology, as well as self-
produced by others to inform, persuade,
directed learning skills and socially
and entertain for a variety of purposes.
responsible attitudes
Media education helps students understand
• Explorations—defining a problem to the distortions that may result from the use
establish a clear purpose for search of particular media practices and techniques.
strategies and retrieval skills All curriculum areas provide learning
opportunities for media education. It is
• Transformations—filtering, organizing,
not taught as a separate curriculum.
and processing information
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The key themes of media education are: • understanding that multicultural

education is for all students
• media products (purpose, values,
• recognizing that similarities across
representation, codes, conventions,
cultures are much greater than differences
characteristics, production)
and that cultural pluralism is a positive
• audience interpretation and influence
aspect in our society
(interpretation, influence of media on
• affirming and enhancing self-esteem
audience, influence of audience on media)
through pride in heritage, and providing
• media and society (control, scope)
opportunities for individuals to appreciate
Examples of curriculum integration include: the cultural heritages of others
• promoting cross-cultural understanding,
English Language Arts—critiquing
citizenship, and racial harmony
advertising and examining points of view
Visual Arts—analysing the appeal of an Anti-Racism Education
image by age, gender, status, and other
Anti-racism education promotes the
characteristics of the target audience
elimination of racism through identifying and
Personal Planning—examining the influence changing institutional policies and practices
of the media on body concepts and healthy as well as identifying individual attitudes and
lifestyle choices behaviours that contribute to racism.
Drama—critically viewing professional and Anti-racism education involves:

amateur theatre productions, dramatic films,
• proposing the need to reflect about one’s
and television programs to identify purpose
own attitudes on race and anti-racism
Social Studies—comparing the depiction of • understanding what causes racism in order
First Nations in the media over time to achieve equality
• identifying and addressing racism at both
This summary is derived from A Cross-Curricular
Planning Guide for Media Education, prepared by the the personal and institutional level
Canadian Association for Media Education for the • acknowledging the need to take individual
Curriculum Branch in 1994. responsibility for eliminating racism
• working toward removing systemic
MULTICULTURALISM AND ANTI-RACISM
barriers that marginalize groups of people
EDUCATION
• providing opportunities for individuals to
Multiculturalism Education take action to eliminate all forms of racism,
Multiculturalism education stresses the including stereotypes, prejudice, and
promotion of understanding, respect, and discrimination
acceptance of cultural diversity within our
Value of Integrating Multiculturalism and
society.
Anti-Racism Education
Multicultural education involves:
Multiculturalism and anti-racism education
• recognizing that everyone belongs to a provides learning experiences that promote
cultural group strength through diversity and social,
• accepting and appreciating cultural economic, political, and cultural equity.
diversity as a positive feature of our society Multiculturalism and anti-racism education
• affirming that all ethnocultural groups are gives students learning experiences that are
equal within our society intended to enhance their social, emotional,
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aesthetic, artistic, physical, and intellectual SCIENCE-TECHNOLOGY-SOCIETY

development. It provides learners with the
Science-Technology-Society (STS) addresses
tools of social literacy and skills for effective
our understanding of inventions and disco-
cross-cultural interaction with diverse
veries and of how science and technology
cultures. It also recognizes the importance
affect the well-being of individuals and our
of collaboration between students, parents,
global society.
educators, and communities working toward
social justice in the education system. The study of STS includes:
The key goals of multiculturalism and • the contributions of technology to

anti-racism education are: scientific knowledge and vice versa
• the notion that science and technology
• to enhance understanding of and respect are expressions of history, culture, and
for cultural diversity a range of personal factors
• to increase creative intercultural • the processes of science and technology
communication in a pluralistic society such as experimentation, innovation, and
• to provide equal opportunities for invention
educational achievement by all learners, • the development of a conscious awareness
regardless of culture, national origin, of ethics, choices, and participation in
religion, or social class science and technology
• to develop self-worth, respect for oneself
and others, and social responsibility Value of Integrating STS
• to combat and eliminate stereotyping,
The aim of STS is to enable learners to investi-
prejudice, discrimination, and other forms
gate, analyse, understand, and experience the
of racism
dynamic interconnection of science,
• to include the experiences of all students in
technology, and human and natural systems.
school curricula
The study of STS in a variety of subjects
Examples of curriculum integration include:
gives students opportunities to:
Fine Arts—identifying ways in which the fine
• discover knowledge and develop skills to
arts portray cultural experiences
foster critical and responsive attitudes
Humanities—identifying similarities and toward innovation
differences within cultural groups’ lifestyles, • apply tools, processes, and strategies for
histories, values, and beliefs actively challenging emerging issues
• identify and consider the evolution of
Mathematics or Science—recognizing that
scientific discovery, technological change,
individuals and cultural groups have used
and human understanding over time, in
both diverse and common methods to
the context of many societal and
compute, to record numerical facts, and
individual factors
to measure
• develop a conscious awareness of personal
Physical Education—developing an values, decisions, and responsible actions
appreciation of games and dances from about science and technology
diverse cultural groups • explore scientific processes and
technological solutions
This summary is derived from Multicultural and Anti-
Racism Education—Planning Guide (Draft), developed by • contribute to responsible and creative
the Social Equity Branch in 1994. solutions using science and technology
C-12
The organizing principles of STS are: Human Educators can assist in creating more
and Natural Systems, Inventions and inclusive learning environments by
Discoveries, Tools and Processes, Society and introducing the following:
Change. Each organizer may be developed
• activities that focus on development
through a variety of contexts, such as the
and mastery of foundational skills (basic
economy, environment, ethics, social
literacy)
structures, culture, politics, and education.
• a range of co-operative learning activities
Each context provides a unique perspective
and experiences in the school and
for exploring the critical relationships that
community, including the application of
exist and the challenges we face as individuals
practical, hands-on skills in a variety of
and as a global society.
settings
Examples of curriculum integration include: • references to specialized learning
resources, equipment, and technology
Visual Arts—recognizing that demands
• ways to accommodate special needs (e.g.,
generated by visual artists have led to the
incorporating adaptations and extensions
development of new technologies and
to content, process, product, pacing, and
processes (e.g., new permanent pigments,
learning environment; suggesting
fritted glazes, drawing instruments)
alternate methodologies or strategies;
English Language Arts—analysing the making references to special services)
recent influence of technologies on listening, • a variety of ways, other than through
speaking, and writing (e.g., CDs, voice mail, paper-and-pencil tasks, for students to
computer-generated speech) demonstrate learning (e.g., dramatizing
events to demonstrate understanding of
Physical Education—studying how
a poem, recording observations in science
technology has affected our understanding
by drawing or by composing and
of the relationship between activity and
performing a music piece)
well-being
• promotion of the capabilities and
This summary is derived from Science-Technology- contributions of children and adults
Society—A Conceptual Framework, Curriculum Branch,
with special needs
1994.
• participation in physical activity
SPECIAL NEEDS All students can work toward achievement
of the provincial learning outcomes. Many
Students with special needs have disabilities
students with special needs learn what all
of an intellectual, physical, sensory, emotional,
students are expected to learn. In some cases
or behavioural nature; or have learning
the student’s needs and abilities require that
disabilities; or have exceptional gifts or talents.
education programs be adapted or modified.
All students can benefit from an inclusive A student’s program may include regular
learning environment that is enriched by the instruction in some subjects, modified
diversity of the people within it. Opportunities instruction in others, and adapted
for success are enhanced when provincial instruction in still others. Adaptations and
learning outcomes and resources are modifications are specified in the student’s
developed with regard for a wide range of Individual Education Plan (IEP).
student needs, learning styles, and modes
of expression.
C-13
Adapted Programs Ministry Resources for Teachers of Students

with Special Needs
An adapted program addresses the learning
outcomes of the prescribed curriculum but The following publications are currently
provides adaptations so the student can available from the Learning Resources
participate in the program. These Branch or are under development and will
adaptations may include alternative formats be available soon:
for resources (e.g., Braille, books-on-tape),
The Universal Playground: A Planning Guide
instructional strategies (e.g., use of
(Ministry of Education, 1991, FCG 129)
interpreters, visual cues, learning aids), and
assessment procedures (e.g., oral exams, Hard of Hearing and Deaf Students—A Resource
additional time). Adaptations may also be Guide to Support Classroom Teachers (Ministry
made in areas such as skill sequence, pacing, of Education, 1994, RB0033)
methodology, materials, technology,
Special Education Services—A Manual of
equipment, services, and setting. Students
Policies, Procedures and Guidelines (Ministry of
on adapted programs are assessed using the
Education, 1995)
curriculum standards and can receive full
credit. Individual Education Planning for Students with
Special Needs: A Resource Guide to Support
Modified Programs Teachers (Ministry of Education, 1995)
A modified program has learning outcomes Students with Visual Impairments—A Resource
that are substantially different from the Guide to Support Classroom Teachers (Ministry
prescribed curriculum and specifically of Education, 1995)
selected to meet the student’s special needs.
For example, a Grade 5 student in language Gifted Students—A Resource Guide to Support
arts may be working on recognizing Classroom Teachers (Ministry of Education,
common signs and using the telephone, or 1995)
a secondary student could be mapping the Students with Intellectual Disabilities: A
key features of the main street between Resource Guide to Support Teachers (Ministry
school and home. A student on a modified of Education, 1995)
program is assessed in relation to the goals
and objectives established in the student’s Teaching for Student Differences—A Resource
IEP. Guide to Support Classroom Teachers (Ministry
of Education, 1996)
Resource Handbook for Adapted Curriculum
Software (Ministry of Education, 1995)
Awareness of Chronic Health Conditions: What
the Teacher Needs to Know (Ministry of
Education, 1995)
This summary is derived from the Handbook for
Curriculum Developers, February 1994, and Special
Education Services—A Manual of Policies, Procedures and
Guidelines, June 1995.
C-14
APPENDIX D
Assessment and Evaluation
APPENDIX D: ASSESSMENT AND EVALUATION • Introduction
ABOUT THIS APPENDIX • Criterion-referenced evaluation should be

used to evaluate student performance in
P
rescribed learning outcomes,
classrooms. It is referenced to criteria
expressed in measurable terms,
based on learning outcomes described in
provide the basis for the development
the provincial curriculum. The criteria
of learning activities and assessment and
reflect a student’s performance based on
evaluation strategies. After a general
specific learning activities. When a
discussion of assessment and evaluation, this
student’s program is substantially
appendix uses sample evaluation plans to
modified, evaluation may be referenced to
show how activities, assessment, and
individual goals. These modifications are
evaluation might come together in a
recorded in an Individual Education Plan
particular Punjabi program.
(IEP).
ASSESSMENT AND EVALUATION • Norm-referenced evaluation is used for
large-scale system assessments; it is not to
Assessment is the systematic gathering of
be used for classroom assessment. A
information about what students know, are
classroom does not provide a large enough
able to do, and are working toward.
reference group for a norm-referenced
Assessment methods and tools include:
evaluation system. Norm-referenced
observation, student self-assessments, daily
evaluation compares student achievement
practice assignments, quizzes, samples of
to that of others, rather than comparing
student work, pencil-and-paper tests, holistic
how well a student meets the criteria of a
rating scales, projects, oral and written
specified set of learning outcomes.
reports, performance reviews, and portfolio
assessments. CRITERION-REFERENCED EVALUATION
Student performance is evaluated from the In criterion-referenced evaluation, a
information collected through assessment student’s performance is compared to
activities. Teachers use their insight, established criteria rather than to the
knowledge about learning, and experience performance of other students. Evaluation
with students, along with the specific criteria referenced to prescribed curriculum requires
they establish, to make judgments about that criteria are established based on the
student performance in relation to learning outcomes listed under the
prescribed learning outcomes. curriculum organizers for Punjabi 5 to 12
Students benefit most when evaluation is and Introductory Punjabi 11.
provided on a regular, ongoing basis. When Criteria are the basis of evaluating student
evaluation is seen as an opportunity to progress. They identify the critical aspects of
promote learning, rather than as a final a performance or product that describe, in
judgment, it shows learners their strengths specific terms, what is involved in meeting
and suggests how they can develop further. the learning outcomes. Criteria can be used
Students can use this information to redirect to evaluate student performance in relation
efforts, make plans, and establish future to learning outcomes. For example,
learning goals. weighting criteria, using rating scales, or
Evaluation may take different forms, performance rubrics (reference sets) are three
depending on the purpose. ways that student performance can be
evaluated using criteria.
APPENDIX
PPENDIX D: ASSESSMENT AND EVALUATION
SSESSMENT AND VALUATION • Samples
Introduction
Samples of student performance should Where a student’s performance is not a

reflect learning outcomes and identified product, and therefore not reproducible, a
criteria. The samples clarify and make description of the performance sample
explicit the link between evaluation and should be provided.
learning outcomes, criteria, and assessment.
Criterion-referenced evaluation may be based on these steps:
Step1 ® Identify the expected learning outcomes (as stated in this Integrated Resource
Package).
Step 2 ® Identify the key learning objectives for instruction and learning.
Step 3 ® Establish and set criteria. Involve students, when appropriate, in establishing
criteria.
Step 4 ® Plan learning activities that will help students gain the knowledge or skills outlined in
thecriteria.
Step 5 ® Prior to the learning activity, inform students of the criteria against which their
work will be evaluated.
Step 6 ® Provide examples of the desired levels of performance.
Step 7 ® Implement the learning activities.
Step 8 ® Use various assessment methods based on the particular assignment and student.
Step 9 ® Review the assessment data and evaluate each student’s level of performance or
quality of work in relation to criteria.
Step 10 ® Where appropriate or necessary, assign a letter grade which indicates how well the
criteria are met.
Step 11 ® Report the results of the evaluations to students and parents.
D-4
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
APPENDIX D
Assessment and Evaluation Samples
D-5
D-6
T
he samples in this section show how a • the ways in which the teacher prepared
teacher might link criteria to learning students for the assessment
outcomes. Each sample is based on
prescribed learning outcomes taken from Defining the Criteria
one or more organizers. The samples provide This part illustrates the specific criteria,
background information to explain the which are based on the prescribed learning
classroom context, suggested instruction outcomes, the assessment task, and various
tasks and strategies, the tools and methods reference sets.
used to gather assessment information, and
criteria used to evaluate student Assessing and Evaluating Student
performance. Performance
This part includes:
HOW THE SAMPLES ARE ORGANIZED
• assessment tasks or activities
There are five parts to each sample:
• the support that the teacher offered
• identification of the prescribed learning students
outcomes • tools and methods used to gather the
• overview assessment information
• planning for assessment and evaluation • the way the criteria were used to evaluate
• defining the criteria student performance
• assessing and evaluating student
performance EVALUATION SAMPLES
The samples on the following pages illustrate
Identification of the Prescribed Learning
Outcomes how a teacher might apply criterion-
referenced evaluation in Punjabi 5 to 12.
This part identifies the organizer or
organizers and the specific prescribed • Sample 1: Grade 5
learning outcomes selected for the sample. My Family and Me
(Page D-9)
Overview • Sample 2: Grade 6
This is a summary of the key features of the The Language of Food
sample. (Page D-13)
• Sample 3: Grade 7
Planning for Assessment and Evaluation
Vaisakhi
This part outlines: (Page D-16)
• background information to explain the • Sample 4: Grade 8
classroom context Planning a Trip to India
• instructional tasks (Page D-21)
• the opportunities that students were given
to practise learning
Personal Interests
• the feedback and support that was offered
(Page D-26)
students by the teacher
D-7
Lifestyle and Health
(Page D-31)
Environmental Issues
(Page D-36)
Reading and Responding to
Punjabi Fiction
(Page D-41)
D-8
▼ SAMPLE 1: GRADE 5 • Students practised introducing themselves

(name, age, birthday) to partners and in
Topic: My Family and Me small groups. As they developed more
confidence, students were encouraged to
Prescribed Learning Outcomes:
offer additional information, such as
Interpersonal Communication number of siblings, where they were born,
It is expected that students will: and the name of their community.
• use common expressions and vocabulary • Students frequently participated in games

for familiar objects and activities that provided practice in
• introduce themselves and others, using name recognition, following instructions,
appropriate family relationship terms in and making simple requests.
the case of family introductions • The teacher modelled generic family trees,
• make and respond to simple requests focussing on relationship names.
• respond to and give basic instructions
• Students created pictorial representations
OVERVIEW of themselves, their family members, and
some of their activities. The teacher
In this introductory unit, students provided cut-out labels of vocabulary
communicated in a variety of ways as they useful for describing family relationships
talked about and created representations of and common activities. Students wrote
themselves and their families. This unit their own names and used the labels to
provided opportunities for integration with create their choice of a poster or collage.
fine arts (e.g., illustrations, collages, poster
designs) and personal planning. Evaluation • Students presented their representations
was based on: to the class using simple language
structures they had practised.
• participation in oral activities
• a visual display DEFINING THE CRITERIA
• a short oral presentation based on the
visual display The teacher reviewed the prescribed learning
outcomes for these activities, explained the
PLANNING FOR ASSESSMENT AND requirements of each task, and discussed the
EVALUATION key criteria with students.
Participation in Oral Activities
Students engaged in a variety of activities
designed to help them become comfortable • recognizes name written in the Punjabi
using simple vocabulary and language alphabet
structures to communicate. • follows simple classroom instructions
• makes simple, understandable requests
• Daily routines provided students with
using practised structures
opportunities to introduce themselves,
• takes risks; makes efforts to speak Punjabi
find their own names (written in the
Punjabi alphabet) from a set of name
cards, greet the teacher and each other in
Punjabi, and follow simple instructions.
D-9
Visual Representation • uses mime, gestures, and props to help

• writes own name in Punjabi alphabet convey meaning
• uses appropriate relationship names to • attempts to self-correct
label pictures or symbols • listens attentively to other students
• presents information clearly, making it
easy to follow and understand ASSESSING AND EVALUATING STUDENT
PERFORMANCE
(Illustrations and graphic designs were
assessed as part of fine arts.) The teacher used a checklist to track
participation in oral activities. Performance
Oral Presentation rating scales were used to evaluate posters
and oral presentations. The students were
• correctly uses language structures given copies of the rating scales, and they
practised in class discussed them in English before beginning
• pronounces words so they can be their assignments.
understood (perhaps with some effort)
• places pauses at the end of a sentence or
phrase
Participation in Oral Activities
Date
Name:
Critera Rating
• follows simple classroom instructions
• makes simple, understandable requests

using practised language structures
• takes risks; makes efforts to speak

Punjabi
Key: 4—Independently, or with minimal support.

3—With some support.
2—With continuing support.
1—Not demonstrated.
D-10
Visual Representation
Rating Criteria
Meets all criteria. Goes beyond the basic requirements to demonstrate

Outstanding additionallearning(e.g.,includesvocabularyforactivities,writes
relationship names rather than labels).
Good Complete and accurate. Uses the structures and vocabulary provided to
present required information.
Includes most family members and relationship names. Writes own name
Satisfactory in recognizable letters. May omit some information or make errors
(e.g., uses wrong label or forms some letters incorrectly).
Requirements May be incomplete, inappropriate, or incomprehensible.

Not Met
Note: Illustrations and graphic designs can be assessed as part of fine arts.
D-11
• Examples
Oral Presentations
Rating Criteria
Reads or recites the required information using carefully rehearsed

expressions and structures. May include introductory or concluding
phrases. Makes a clear attempt to speak Punjabi. Presentation is
Outstanding comprehensible, although it may take some effort on the part of the
listener. Tends to place pauses at the ends of phrases or sentences.
Shows awareness of own speech and attempts to self-correct, often by
restarting a sentence or phrase.
Reads or recites the required information. Presentation can be

Good understood, given the context. Pauses frequently, and may restart after a
blatant pronunciation error. May ask for confirmation after a challenging
word or phrase.
Reads or recites the required information. Attempts accurate

pronunciation of words and uses language structures practised in class.
Satisfactory
Tends to mix Punjabi and English pronunciations, sometimes within a
single word, but is comprehensible with some effort on the part of the
listener. (The teacher may understand easily; other classmates may have a
great deal of difficulty.) Pauses frequently, and tends to focus on individual
words.
Requirements
May be incomplete, inappropriate, or incomprehensible.
Not Met
Note: Communicating meaning is the most important consideration and should receive the greatest
weighting when assigning a grade.
D-12
▼ SAMPLE 2: GRADE 6 • Working with a partner, students asked

each other questions about food likes and
Topic: The Language of Food dislikes using language structures
provided by the teacher.
Interpersonal Communication • A “people search” was conducted, where
each student found someone who had
It is expected that students will: specific food likes and dislikes by asking
• exchange information about likes, dislikes, questions in Punjabi.
and interests • Students described and classified samples
of common, familiar food.
• Students added a minimum of five food
pictures to their picture dictionaries.
• extract specific information from various
• The teacher invited students to role-play
sources to complete authentic tasks orally,
two- to three-minute scenes (e.g., buying
visually, and in simple written form
food, talking about favourite meals,
describing what they had for lunch) that
Cultural Contexts
demonstrated the vocabulary and
It is expected that students will: structures they had learned. Students
developed their own scenes and had
• demonstrate a knowledge of Punjabi
opportunities to practise before presenting
games, sports, arts, customs, celebrations,
them to the class.
and festivals
• Students researched traditional Punjabi
In addition to these outcomes, the teacher
foods and made pictorial reports about
can assess students’ attitudes and
types of food or dishes (e.g., foods
participation.
associated with a festival or region).
OVERVIEW
DEFINING THE CRITERIA
Students participated in a variety of activities
The teacher reviewed the prescribed learning
that developed and used language associated
outcomes for these activities, explained the
with food. Evaluation was based on:
requirements for each task, and discussed
• group presentations the following key criteria.
• pictorial reports on traditional foods
• picture dictionaries Group Presentations
• meaning is conveyed in Punjabi by
PLANNING FOR ASSESSMENT AND combining pictures, words, and actions
EVALUATION • language is comprehensible
The teacher organized a variety of activities • attempts to self-correct
that provided students with opportunities to
talk about their favourite foods, practise
basic vocabulary and language structures,
and find and share information about
traditional Punjabi dishes.
D-13
Pictorial Report on Traditional Foods ASSESSING AND EVALUATING STUDENT

PERFORMANCE
• meaning is clear
• captions are appropriate for illustrations The teacher used rating scales and checklists
• information is accurate and relevant to evaluate the work in this unit. Students
• includes interesting and informative had copies of the scales as they prepared
details their work. At the end of the unit, the teacher
conferenced briefly with each student.
Picture Dictionary
• includes a minimum of five relevant food
entries
• labels (hand-written or provided by the
teacher) are appropriately matched with
pictures
Group Presentation
Rating Criteria
Students interact well and work as a team to create a presentation that

exceeds basic requirements. Presentation is easy to understand, and
Outstanding
includes some interesting or unusual details. May use vocabulary and
structures not practised in class.
Presentation meets task requirements. It is comprehensible but may

need some inferences by the listener. Includes a variety of appropriate
Good vocabulary and structures practised in class. Makes an attempt to show
spontaneity but may be stilted in places. Pauses tend to occur at the end
of a phrase or sentence. Students may attempt to self-correct.
Students tend to recite the information they have practised, with

frequent pauses. Interaction is stilted, with students concentrating on
their own parts and often speaking word by word. The group tries to use
Satisfactory words and structures practised in class, but may mix Punjabi and English
pronunciations. Speech is comprehensible with some effort on the part
of the listener. (The teacher may understand easily; peers may have
difficulty.)
Requirements Incomplete, inappropriate, or incomprehensible.

Not Met
D-14
Pictorial Report on Traditional Foods
Criteria Rating Comments

• is clear and easy to understand
• uses accurate and relevant information
• uses interesting and informative detail
• uses appropriate resources
Key: 4—Excellent
3—Good
2—Satisfactory
1—Not Demonstrated
Picture Dictionary
Each of the five required entries was
assessed as either
1—Relevant and accurate.
0—Incomplete or inappropriate.
D-15
▼ SAMPLE 3: GRADE 7 • Venn diagrams comparing Vaisakhi with

another celebration
Topic: Vaisakhi • use of Punjabi in group and individual
projects and activities
• group projects centred on a school-based
Interpersonal Communication celebration of Vaisakhi
PLANNING FOR ASSESSMENT AND
• communicate with others to complete a EVALUATION
task
• use Punjabi to participate in classroom • Students brainstormed the things they
activities knew and wondered about Vaisakhi.
• Working co-operatively in small groups,
Informational Communication students chose two or three questions they
It is expected that students will: had about the celebration, planned ways
to find answers to their questions, and
• extract information from various sources implemented their plans.
to complete authentic tasks in simple oral
and written form • Students interviewed resource people and
used other resources both in and outside
Creative Works the classroom to find information.
It is expected that students will: The teacher invited students to share the
information they gathered orally with the
• produce visual works and simple oral
class.
• Students prepared individual visual or
Cultural Contexts written representations to show what they
had learned about the celebration. Project
options included posters, collages,
• demonstrate a knowledge of the language sketches, photo essays, or displays of
needed to explain and participate in objects. Each item was labelled or
Punjabi games, sports, arts, customs, accompanied by a written explanation.
• The teacher led the class to create a Venn
• categorize similarities and differences
diagram comparing Vaisakhi with another
between Punjabi games, sports, arts,
celebration. Students then made their own
customs, celebrations, and festivals and
Venn diagrams comparing Vaisakhi with a
those of their own and other cultures
celebration not discussed in class.
OVERVIEW • The teacher invited students to plan and
present a celebration of Vaisakhi for the
This unit focussed on the celebration of
classroom (or for the school). Students
Vaisakhi and was used as a lead-up to the
broke into small groups, and each group
celebration (April 13th). Evaluation was
chose one aspect of the celebration (e.g.,
based on:
building a model of a float, putting
• visual and written representations together a Vaisakhi fashion show,
D-16
designing promotional material, preparing Use of Punjabi Language

food). The groups developed a plan, • attempts to use Punjabi vocabulary and
discussed it with the teacher, completed language structures
the project, and presented it to the class (or • shows some spontaneity when interacting
school). with others in Punjabi
• supports and encourages other students in
DEFINING THE CRITERIA using Punjabi
The teacher reviewed the prescribed learning • responds to simple questions and
outcomes for these activities and explained instructions from other students
the requirements of each task to the students. • uses questions and other language
The students worked with the teacher to structures that have been practised in class
develop key criteria. • uses classroom resources (including the
teacher) to solve language problems
Visual or Written Representation, or Venn
Diagram School-Based Celebration of Vaisakhi
• offers accurate representations of key Content
aspects of Vaisakhi, including: • appropriate, detailed, and relevant
- harvest wheat • accurately drawn from appropriate
- the date of the celebration and the Punjabi resources, including people
creation of Khalsa (April 13th) Performance and Construction
- the significance of Singh, Kaur • tailored to audience and context
- the five Ks: kirpan (sword), karha • spoken or written language is
(bracelet), kes (hair), kachha comprehensible
(undergarment), kangha (comb) • presentation is clear and effective, adding
- replacement of saffron-coloured to audience knowledge and
nishan sahib (pole covering and flag) understanding
- five baptized Sikhs wearing saffron
robes and leading a parade or Self-Assessment and Response
procession with floats and bands, and • identifies strengths and weaknesses of
the distribution of free food during the both process and product
procession
- dances, songs, parties, festive foods, ASSESSING AND EVALUATING STUDENT
sweets PERFORMANCE
• includes key aspects of the other The teacher used checklists and rating scales
celebration to evaluate student performance. Students
• logically identifies similarities had copies of the scales as they worked
• logically identifies differences through the unit.
• presentation is clear
• Punjabi words and labels are appropriate
• Punjabi letters are formed correctly
• includes relevant and accurate details
D-17
Visual or Written Representation
Rating Criteria
Includes key features of Vaisakhi and is relatively detailed. Labels or

captions are easy to understand and enhance the presentation. Letters
Excellent are formed correctly. Presentation is clear and includes interesting or
unusual details or language not practised in class.
Includes key features of Vaisakhi with some details. Most labels or

Good captions are easy to understand and clarify or enhance the information.
Most letters are formed correctly. Presentation is clear.
Includes most key features of Vaisakhi but with little supporting detail.
Satisfactory
Captions or labels may be very brief or difficult to understand in places.
Requirements Omits several key features of Vaisakhi. Labels or captions may be

Not Met omitted, inappropriate, or difficult to read.
Venn Diagram
Rating Criteria
• thorough, detailed, accurate, and logical (includes key aspects of

3 Vaisakhi and other chosen celebration, Identification of similarities and
differencesislogical)
2 • accurate and logical (includes some details)
• partial (may omit some key aspects or show faulty logic when
1 making comparisons)
0 • incomplete, inaccurate,orillogical
D-18
Use of Punjabi Language
Criteria Rarely Sometimes Usually

• uses Punjabi words and structures
• carries on brief exchanges without prompting
• supports and encourages other students using

Punjabi
• responds to simple questions and instructions
• uses structures that have been practised in class
• uses resources (e.g., dictionaries, teachers,

other students) to solve language problems
Students used this checklist to make a daily record of their use of Punjabi. Teachers used the same
checklist to record their observations.
D-19
School-Based Celebration of Vaisakhi

The teacher recorded observations and ratings for each element of the project on the report
forms shown below. Each group used the same format for their self-assessments. The teacher
conferenced with each group and assigned an overall grade.
Report on Vaisakhi Celebration
Content
Strengths:
Concerns and Suggestions:
Specific Features Rating

• appropriate and relevant
• uses Punjabi resources
• provides details
• adds to audience knowledge and understanding
Rating Scale: Strong Satisfactory Minimal Insufficient
Performance and Construction

Strengths:
Concerns and Suggestions:
Specific Features Rating

• appropriate for audience and content
• uses Punjabi language
• adds to audience knowledge and understanding
Rating Scale: Strong Satisfactory Minimal Insufficient
D-20
▼ SAMPLE 4: GRADE 8 appropriate visual aids (e.g., maps, travel

posters). Each student supplemented the
Topic: Planning a Trip to India presentation with detailed information
about the destination they researched.
Classmates were encouraged to ask
Interpersonal Communication questions.
It is expected that students will: • Students worked with partners to prepare
• develop simple dialogues and practise dialogues related to travel
• describe activities and interests in oral and (e.g., visiting a Punjabi travel agent, asking
written form a local person for information about sights
• request and provide information or services, shopping, ordering a
• use Punjabi to conduct familiar activities restaurant meal, meeting people).
(real or simulated) • Students wrote simulated travel journals
or postcards describing their “trips.”
It is expected that students will: DEFINING THE CRITERIA
• extract and process information from The teacher reviewed the prescribed learning
various sources to complete authentic outcomes, and explained the requirements of
tasks in oral and written form each task. Together, the teacher and students
developed the following key criteria.
OVERVIEW
Oral Presentation of Travel Itinerary
Students were involved in a series of
activities related to planning a trip to India. Overall Group Itinerary
Evaluation was based on: • follows a logical sequence
• time estimates and practical limits are
• oral presentation of travel itineraries reasonable
• prepared dialogues • uses visual aids to support meaning
• simulated journals or postcards
Individual Presentations
PLANNING FOR ASSESSMENT AND • message is understandable
EVALUATION • uses accurate information
• includes relevant and interesting details
• Students worked in groups using maps and features
and other resources to identify, research, • speaks fluidly, with most pauses at the
and prepare brief written descriptions of end of a phrase or sentence
places they might like to visit. • answers most audience questions and
• Working in groups, students gathered the provides relevant information (may need
practical information they needed to plan teacher’s help to understand some of the
and develop an overall trip itinerary. Each questions)
student researched and planned one • uses a variety of vocabulary and language
destination. Groups presented their structures
overall itineraries to the class using
D-21
Prepared Dialogue • uses a variety of vocabulary and language

• message is understandable structures
• interacts well with partner and contributes ASSESSING AND EVALUATING STUDENT
to team performance PERFORMANCE
• speaks fluidly with most pauses at the end
The teacher evaluated demonstrations of the
of a phrase or sentence
prescribed learning outcomes using the
• uses a variety of appropriate vocabulary
following rating scales and checklists.
and language structures
Students had copies of the criteria and rating
• follows appropriate conventions for
scales as they worked.
situations and relationships (e.g., greeting
a grandparent) Oral Presentation of Travel Itinerary
Journal Entries and Postcards During each oral presentation, three students
• includes at least three journal entries or were designated to provide peer feedback
postcards using the same rating format the teacher
• offers clear, appropriate information used.
• includes relevant, interesting details
• uses letter formations, spellings, and
mechanics that do not interfere with
meaning
Overall Group Itinerary
Rating Criteria
• Itinerary follows a logical sequence and reasonably estimates times and

3 practical limits. Visual aids are used, including a clear, accurate map of
the entire itinerary. Illustrations of some stops are included.
• Itinerary follows a logical sequence. Estimates of times and practical

2 considerations may show inconsistencies. Includes a clear and
accurate map.
• Itinerary may not follow a logical sequence. Time estimates and other
1
practical considerations may be ignored. Includes a map.
0 • Incomplete or inappropriate.
D-22
Individual Presentations

• understandable
• based on accurate information
• includesrelevant,interestingdetails
• speaks fluidly, with most pauses at the end of a

phrase or sentence
• answers most peer questions and provides

• uses a variety of vocabulary and language

structures
Key: ST—Strong
SA—Satisfactory
MI—Minimal
NE—Not Evident
D-23
Prepared Diologue
• demonstrates clear interaction with partner and

contributes to team performance
• speaks fluidly, with most pauses at the end of a

phrase or sentence
• uses a variety of appropriate vocabulary and

language structures
• follows appropriate conventions for situations

and relationships (e.g., greeting a grandparent)
Key: 5—Strong
Criteria fully and easily demonstrated.
4—Competent
Criteria demonstrated, may need occasional support.
3—Developing
Criteria partially demonstrated.
2—Limited
Some evidence of criteria.
1—Not Evident
This rating scale can be used by the teacher, and by students for peer assessments and
self-assessments
D-24
Journal Entries and Postcards
Rating Criteria
• message is relevant and appropriate; includes interesting details and

features
• meaning is clear; errors occur in letter formations, word choices, and
Excellent so on, but do not interfere with meaning
• takes risks; uses a variety of expressions and structures including
some that have not been practised in class (and consequently may not
be used appropriately)
• message is relevant and appropriate; includes some interesting details

• meaning is clear with some effort on the part of the reader; errors in
letter formations, word choices, language structures, and so on do
Good not obscure meaning
• uses a variety of vocabulary and language structures practised in class
• message is relevant and appropriate; includes few details

• reader can understand most of the message with some effort; errors
in letter formation, word choice, and so on, occasionally obscure
Acceptable meaning
• uses a variety of vocabulary and language structures practised in class
Not
Demonstrated • criteria for acceptable performance were not evident
Communicating meaning is the most important consideration and should receive the greatest weighting
when assigning a grade.
D-25
▼ SAMPLE 5: GRADE 9 PLANNING FOR ASSESSMENT AND

EVALUATION
Topic: Personal Interests
• Students brainstormed a list of personal
Prescribed Learning Outcomes: interests and activities. Using resources
Interpersonal Communication both in and out of the classroom, they
developed individual vocabulary lists
It is expected that students will related to their interests, and posted them
• express opinions and preferences, giving in the classroom or added them to
reasons classroom word banks.
• exchange information related to activities, • Using frames and structures provided by
people, and things the teacher, students interviewed each
• use Punjabi in a variety of authentic other about their interests and reported to
situations small groups about what they learned.
• use vocabulary related to needs and
emotions • The teacher prompted class discussions
about specific areas of interest (e.g., music,
Creative Works sports, television programs) and
encouraged comments about what they
It is expected that students will liked, what they disliked, and why.
• produce a variety of visual, oral, and • Students practised and reinforced oral
simple written creative works based on fluency, vocabulary, and structures by
Punjabi resources role-playing conversations about music
and other interests with a partner.
Cultural Contexts
• Working with a partner, students
It is expected that students will prepared a brief oral presentation
(approximately two minutes) about an
• identify ways that knowledge of Punjabi interest or activity. Partners interviewed
language and culture has affected their each other to discover details of the
daily lives activity or interest, and the reasons their
partner enjoyed it. Partners could provide
OVERVIEW visual aides to support the presentations.
Students participated in a variety of Students used the rating scale provided by
communication activities focussed on their the teacher for self-assessment and to
personal interests and activities. Evaluation provide peer feedback as they practised.
was based on: • During their classmates’ presentations,
• introducing a classmate and describing students identified key words or phrases
their personal interests and activities that described the presenter’s interest or
• written notes recording one key piece of activity, and submitted their notes to the
information from each of their classmates’ teacher for marking.
oral presentations • Working in small groups or as a whole
• visual representations showing personal class, students shared ideas about aspects
interest profiles including aspects of of Punjabi culture and language that they
Punjabi culture
D-26
found particularly interesting. Family Listening to and Making Notes on

members and people in the community Presentations
were interviewed about aspects of Punjabi • notes are accurate; presentation is
culture and language that students found understood
appealing. • notes include appropriate key words or
• Students created individual visual phrases related to the presentations
representations, using Punjabi captions Visual Representation
and labels, that illustrated an activity or
• focusses on a central theme or interest
area of interest in the Punjabi culture and
• includes references to personal interests or
language. Representations took the form
an appreciation of Punjabi language and
of collages, posters, cartoons, photo essays,
culture
and other formats approved by the
• design shows an effort to incorporate
teacher. Students were given the criteria
creative works and cultural elements
and checklist associated with this
• labels and captions are clearly written and
assignment to guide them as they worked.
letters are correctly formed
• uses labels and captions appropriately to
enhance or extend the work
The teacher reviewed the learning outcomes
for these activities, explained the ASSESSING AND EVALUATING STUDENT
requirements of each task, and discussed key PERFORMANCE
criteria with the students.
The teacher used the following performance
Oral Presentation rating scales to evaluate student work.
Students had copies of the scales as they
• provides accurate information (confirmed prepared their assignments. The same rating
by the student interviewed) scales were adapted for other performance
• includes appropriate and relevant details tasks during the term. Although the scales
• speaks clearly and understandably show four levels, the teacher occasionally
• speaks fluidly, with relatively brief pauses assigned mid-range grades (e.g., C+, C-).
that do not interfere with meaning
• self-corrects as needed by restarting or
repeating a word or phrase
• uses vocabulary that is appropriate and
supports intended meaning
D-27
Oral Presentation
Rating Criteria
Accurate and detailed. Describes partner’s interest or activity in some

detail and includes background information. Presentation is clear.
Pronunciation and intonation are generally appropriate but may include
A some errors and approximations. Relies on memory or cue cards.
Pauses are relatively brief and tend to be at the end of sentences or
phrases. Makes some attempts to self-correct but may not always be
successful. Often includes visual aids. May take risks with new vocabulary
and patterns.
Accurate. Names partner’s interest or activity and includes some details.

Presentation is relatively easy to follow. Pronunciation and intonation are
generally appropriate but may include errors and approximations. May
B frequently refer to cue cards or written script. Delivery may be
somewhat halting, with frequent pauses. May attempt to self-correct, but
is often unsuccessful. May include visual aids. Language is appropriate to
thetopic.
Relevant and appropriate basic information. Names the partner’s interest

or activity and includes some details. Presentation requires the close
attention of the listener, and may leave gaps in information. Pronunciation
includes some errors and approximations; intonation may be
C inappropriate in places. Delivery tends to be hesitant and tentative, with
frequent pauses. Tends to rely on written notes or script. May appear to
be unaware of errors or of what to do about them. Tends to rely on
simple constructions and basic vocabulary that have been practised in
class.
Has not completed requirements of the assignment. (See the circular

IP/F Student Reporting put out by the Education Policy Branch of the Ministry
of Education for advice on when to use IP and when to use F.)
D-28
Listening to and Making Notes on Presentations

Students took notes during their classmates’ presentations and submitted them to the teacher.
The teacher assigned a score to the students’ notes (2,1, or 0), averaged the scores, and
determined the overall grade.
Listening and Note Taking
Rating Criteria
• Notes accurately record in Punjabi the appropriate key words or

2 phrases that describe the presenter’s interest or activity.
(Presentation was understood.)
• Notes are at least partially accurate, but may be difficult to understand

1
or may include English words. (Presentation was partially understood.)
• Notes are incomprehensible or inaccurate.

0 (Presentation was not understood.)
D-29
Visual Representation
Criteria Not Evident Minimal Competent Strong

• focusses on a central theme or
interest
• includes references to interests and

an appreciation of Punjabi language
and culture
• incorporates some feature of

Punjabi culture or creative words
• labels and captions are clearly

written, and letters are correctly
formed
• labels and captions are appropriate

and enhance or extend the visual
work
Comments and Suggestions:
D-30
▼ SAMPLE 6: GRADE 10 healthy living. The teacher and other

classmates provided feedback and advice
Topic: Lifestyle and Health about the content of their guidelines and
their use of Punjabi.
• Students discussed and wrote paragraphs
about proverbs and folk wisdom related to
It is expected that students will: healthy living. They exchanged their work
• recognize and use simple idiomatic for feedback and editing before submitting
expressions it to the teacher. The class drew on this
• use Punjabi in a variety of authentic experience to develop some general
situations criteria for written assignments. For
example:
Informational Communication - message and meaning are clear
- information and ideas are relevant and
It is expected that students will: logical
• extract and process information from a - appropriate details, examples, and
variety of sources to complete authentic reasons are included
tasks - letters, vocabulary, and structures are
used appropriately to support and
Creative Works enhance meaning
It is expected that students will: • Punjabi-speaking guests visited the class

to provide information about some aspect
• produce a variety of creative works based
of health, safety, or lifestyle. Students
on Punjabi resources, with increased
practised formulating appropriate and
emphasis on writing
relevant questions before the visits. They
also practised taking notes and shared
OVERVIEW effective note-taking strategies.
Students engaged in a variety of
• Students examined a wide variety of
communication activities related to lifestyle
Punjabi materials related to lifestyle and
and health. Evaluation was based on:
health, including newspaper articles,
• use of oral language in classroom and articles prepared by the teacher,
group activities advertisements, public service
• written “lifestyle quizzes” based on announcements, pamphlets, and
information from resource people and emergency instructions.
from print resources
• Students worked individually or in pairs
• creative group projects advocating healthy
to gather information about health, safety,
lifestyle practices
and lifestyle. They used this information
to develop a 10-item multiple-choice
PLANNING FOR ASSESSMENT AND lifestyle or safety quiz. Students were
EVALUATION expected to conduct at least one interview
• Students worked in groups to create a list and consult at least one print resource to
of guidelines concerning one aspect of prepare their quiz. The teacher suggested
D-31
resource people to interview (e.g., family Designing a Lifestyle Quiz

and community members) in person or by • includes at least 10 multiple-choice
telephone, e-mail, or letter. Students were questions and a logical answer key
not required to interview experts. Their • includes feedback from two people who
quizzes could test knowledge of healthy took the test
lifestyles or personal attitudes and • questions are clear and relevant
behaviours. Students administered their • includes key concepts related to the topic
quizzes to classmates. • instructions are clear and easy to follow
• Students worked in groups to create • uses a range of useful vocabulary and
advertisements advocating healthy expressions
lifestyles (e.g., balanced diet; smoking • uses appropriate questionnaire structures
cessation; traffic safety; safety at home, (questions followed by answer options)
work or school; earthquake preparedness; • includes a self-assessment that focusses on
first aid) or a product related to health strengths and possible weaknesses in the
(e.g., exercise machines, low-fat foods). questionnaire
Students could choose to develop their • uses interpretation guidelines that are
advertisements using print, audiotape, or logical and detailed
videotape. Groups exchanged
advertisements for feedback before Advertisements
presenting the finished work to the teacher • uses an understandable message
and the rest of the class. • presents a clear viewpoint and desired
outcome
DEFINING THE CRITERIA • uses persuasive techniques appropriately
The teacher reviewed the learning outcomes (e.g., humour, logic, examples, role
for these activities, explained the models)
requirements of each task, and discussed key • uses language that is appropriate for the
criteria with the students. situation or format
• uses a variety of appropriate vocabulary
Use of Punjabi in Classroom and Group idioms and structures
Activities • errors in pronunciation, word choice, letter
formation, or language structures do not
• volunteers information and ideas to
obscure meaning
stimulate discussions
• asks questions to extend or clarify
ASSESSING AND EVALUATING STUDENT
information
PERFORMANCE
• responds to information, ideas, or
questions from other students Use of Punjabi Language in Classroom and
• speaks clearly and understandably Group Activities
• uses a range of appropriate vocabulary The teacher used a rating scale to track oral
and idiomatic expressions participation in group activities.
• tries to avoid lapsing into English Individually, students completed the rating
scale as a self-evaluation activity and
included it in their portfolios or journals.
D-32
Oral Use of Punjabi Language
Criteria Rating Comments or Evidence
• volunteers information and ideas

to stimulate discussions
• asks questions to extend or clarify

information
• responds to information, ideas, or

questions from other students
• speaks clearly and understandably
• uses a range of appropriate

vocabulary and idiomatic
expressions
• persists in using Punjabi in group

situations(avoidslapsinginto
English)
Key: 3—Strong
2—Satisfactory
1—Minimal
0—Not Observed
D-33
Designing a Lifestyle Quiz scales were adapted for other performance

Students were given copies of the following tasks during the term. Although the scales
rating scale as they prepared their show four levels, the teacher occasionally
assignments. They also used the scale as part assigned mid-range grades (e.g., C+ and C-).
of their self-assessments. The same rating
Lifestyle Quiz
Rating Criteria
Goes beyond the requirements of the task to use vocabulary, structures,

and content not practised in class. (May not always be successful.) Takes
risks to add interest (e.g., innovative format, questions that draw on
A unusual situations, humour). Demonstrates use of appropriate sources
(e.g., knowledgeable parent, dictionaries, magazine articles). Vocabulary
and language structures are appropriate. Errors, if any, do not detract from
meaning. Self-assessment is thorough and insightful.
Questions are relevant, appropriate, and clearly expressed, using a range

of useful vocabulary and expressions. Shows evidence of some use of
appropriate resources. Answer key and interpretation guidelines are logical
B and detailed. Self-assessment focusses on key aspects of the questionnaire.
Errors in letter formation, word choice, or structures do not detract from
meaning.
Questions include relevant and appropriate content but may be somewhat

vague, repetitious, or confusing. Includes useful vocabulary and expressions
practised in class. May use the same pattern for many or all questions.
C Answer key and interpretation guidelines may be short or rely on assigning
labels without explanation. Errors may cause the reader to reread or
puzzle over some parts.
Has not completed requirements of the assignment. (See the circular

IP/F Student Reporting put out by the Education Policy Branch of the Ministry of
Education for advice on when to use IP and when to use F.)
D-34
Advertisement Students had a copy of the scale as they

The teacher used the following rating scale worked. The same scale could have been
to evaluate the students’ advertisements. used for peer assessment.
Advertisement
Criteria 0 1 2 3 4
• message is understandable
• viewpoint or desired outcome is clear
• uses persuasive techniques appropriately (e.g., humour,

reasons, examples, role models)
• uses language that is appropriate for the situation or format
• uses a variety of appropriate vocabulary, idioms, and language

structures
• errors in pronunciation, word choice, letter formation, or

language structure do not obscure meaning
Key 4—Outstanding
3—Good
2—Satisfactory
1—Some Evidence Requirements Were Met
0—No Evidence Requirements Were Met
D-35
▼ SAMPLE 7: GRADE 11 associated with the environment and

worked with partners to practise using the
Topic: Environmental Issues vocabulary in role plays and dialogues.
Prescribed Learning Outcomes: • By conducting interviews and using print
and other media resources, students
researched an environmental issue of their
It is expected that students will: choice. They worked in small groups or as
• exchange opinions on topics of interest a class to compare notes and discuss their
• describe or narrate, with some supportive information, before writing short research
detail, an event, situation, or experience reports. Reports were exchanged for peer
• identify and use common idiomatic editing and submitted for evaluation.
expressions • Working as a class or in small groups,
students engaged in informal debates on
Informational Communication the topics they researched as well as others
It is expected that students will: the teacher suggested. The class
collaborated to develop a checklist and
• research and use relevant information feedback form for peer and teacher
from a variety of sources to complete assessments.
authentic tasks
• Groups of students were assigned an
Creative Works environmental position to advocate and
were provided with information to
support that viewpoint.
• respond in a personal way with a range of
• Working individually or in small groups,
forms of expression to creative works from
students wrote songs or poems about
a variety of sources
environmental issues and presented them
• produce a variety of written, oral, and
to the class.
visual creative works based on Punjabi
resources • Each student chose two of the poems or
songs written by their classmates to
OVERVIEW respond to in short journal entries.
Evaluation was based on:

• oral use of Punjabi during informal
The teacher reviewed the prescribed learning
debates and discussions
outcomes and discussed how the following
• written research reports
criteria might be demonstrated.
• poems or songs
• journal entries responding to the creative Oral Use of Punjabi During Debates
work of two other students and Discussions
• expresses information clearly, using
PLANNING FOR ASSESSMENT AND speech that is readily comprehensible
EVALUATION • offers a clear, relevant opinion or
• Students brainstormed a list of vocabulary viewpoint
D-36
• provides logical reasons, examples, and ASSESSING AND EVALUATING STUDENT

details to support opinions PERFORMANCE
• acknowledges or responds to information
Oral Use of Punjabi During Debates and
and opinions from others Discussions
• uses strategies to keep communication
going (e.g., self-corrects, rephrases, asks The teacher used the following rating scale
others to repeat or clarify) to evaluate student performance. Students
• speaks with some spontaneity and used the same rating scale to provide peer
fluidity; pauses tend to be at the end of feedback.
phrases or sentences and rarely interfere
with meaning
• appropriately uses a variety of vocabulary,
idioms, and language structures
Written Research Report

• is clearly written and easy to understand
• is logically organized
• focusses on a central idea or theme
• includes accurate, relevant information
• uses varied and appropriate word choices
• errors in sentence structure, usage,
spelling, or punctuation do not obscure
meaning
Poem or Song
• conveys a clear message, feeling, or
impression
• focusses on a topic or theme
• includes details to add interest or effect
• uses a range of appropriate vocabulary
and idioms
• uses simple rhymes and rhythmic patterns
Journal Entries
• clearly summarizes key features or themes
of classmate’s creative work
• states a personal opinion or response
• offers details, reasons, and examples to
support or explain personal responses
• makes connections to other experiences,
poems, or songs
• writes clearly and understandably
D-37
Oral Use of Punjabi
Criteria Rating Comments and Suggestions
• expresses information clearly; speech

is readily comprehensible
• offers a clear, relevant opinion or

viewpoint
• provides logical reasons, examples,

and details to support opinions
• acknowledges or responds to
information and opinions from others
• uses strategies to keep communication

going(e.g.,self-corrects,rephrases,
asks other to repeat or clarify)
• speaks with some spontaneity and

fluidity; pauses tend to be at the end
of phrases or sentences and rarely
interfere with meaning
• appropriately uses a variety of
vocabulary, idioms, and language
structures
Key: 4—Strongly Evident

3—Frequently Observed
2—Some Evidence
0—Not Observed
D-38
Research Reports
Rating Criteria
The report is focussed, clear, and easy to understand. Information is

relevant, accurate, and detailed. The student adds or elaborates
information to create interest. Language is appropriate and used
A accurately. The student incorporates familiar language and often risks
using unfamiliar vocabulary or structures to enhance meaning or add
interest. (These attempts may or may not be successful.) Errors, if any, in
letter formations, sentence structures, usage, spelling, or punctuation do
not affect meaning.
The report is focussed, clear, and easy to understand. Information is

relevant, accurate, and detailed. Word choices are appropriate; the
student uses newly acquired language appropriately and competently.
B
Tends to rely on familiar constructions and basic vocabulary. Errors in
surface features (e.g., letter formations, sentence structures, usage,
spelling, punctuation) do not affect meaning.
Most of the report is easy to understand, but portions may require

rereading or inferences on the part of the reader. Is generally focussed
on a topic or theme, but may present some problems in the way
C information has been selected or organized. Tends to rely on simple,
familiar constructions and basic vocabulary. Errors in surface features
(e.g., letter formations, sentence structures, usage, spelling, punctuation)
may interfere with clarity but do not obscure meaning.
Has not completed the requirements of the assignment. (See the circular
IP/F Student Reporting put out by the Education Policy Branch of the Ministry
of Education for advice on when to use IP and when to use F.)
when assigning a grade. This scale can be adapted and used throughout the year to assess written work.
D-39
Poem or Song
This simple rating scale was used to evaluate the songs and poems based on the criteria
specified for the assignment:
4—Excellent. All criteria fully met.
3—Competent. Most criteria met; may be slightly deficient in one or two features.
2—Developing. Most criteria met; may have one or two serious weaknesses.
1—Partial. Some evidence of required criteria; serious deficiencies or omissions in a
number of features.
0—Not demonstrated. Little evidence of specified criteria.
Journal Entries
Rating Criteria
Clearly written, insightful, thoughtful, and detailed. Summarizes and

explains personal response, and makes connections between the work
Insightful and other experiences or creative works in Punjabi or other languages.
May focus on subtle or abstract features, and may include insights that go
beyond a literal interpretation.
Complete, logical, and clear. Summarizes the central idea or theme.

States personal response with supporting details, reasons, and examples.
Makes connections to other experiences, which tend to be direct and
Satisfactory
concrete. Focus is on literal meanings and obvious connections. May list
specific details and examples without drawing conclusions or making
generalizations. Relatively easy to understand.
Addresses the central idea or theme. Interpretation is literal. Offers an

opinion or response with little support. May focus on retelling or
Inappropriate, incomplete, or incomprehensible.
Developing illustrating information from the poem, or using labels (e.g., boring,
interesting). Connections tend to be direct and concrete. May be unable
to make an appropriate connection. Comprehensible.
Not Inappropriate, incomplete, or incomprehensible.

Demonstrated
The above rating scale was used to evaluate students’ responses to the songs or poems written by two
of their peers. Each entry was evaluated separately. The same rating scale was adapted and used to
assess other creative works throughout the year.
D-40
▼ SAMPLE 8: GRADE 12 EVALUATION

• The teacher (or a guest) read one or more
Topic: Reading and Responding to Punjabi
short stories to the class. Students
Fiction
prepared to listen to the stories by
Prescribed Learning Outcomes: predicting the outcome, generating
Interpersonal Communication questions, and discussing themes and
topics related to those in the story. The
It is expected that students will: teacher paused frequently during the
• exchange opinions and beliefs on topics of reading to allow students to make
interest predictions or to recap what they heard.
• communicate effectively and Students worked in small groups to
spontaneously in common life situations develop character descriptions or web
• demonstrate understanding of a wide charts, to plot outlines, and to discuss
range of idiomatic expressions questions about the events, characters,
symbolism, and themes of the story.
Informational Communication Students wrote or sketched short personal
responses to the story.
• Students watched Punjabi videotapes or
• research, analyse and use relevant television programs on related themes,
information from several sources on a and compared the characters, plots,
chosen topic to complete authentic tasks symbols, and themes to those in the story
they listened to. Students developed Venn
Creative Works
diagrams, charts, or collages relating to
It is expected that students will: specific works. Students could also read or
listen to poetry or songs on similar themes.
• respond in a personal way with a range of
forms of expression to creative works from • Individually, students selected and read a
a variety of sources short story or an excerpt from a novel.
While some students were able to read an
Cultural Contexts entire novel, this was not generally
It is expected that students will: expected. Students discussed their reading
in small groups. Each student selected and
• demonstrate an appreciation of Punjabi prepared a writing project to demonstrate
language and culture and its place in local their understanding of the story. The
and global communities complexity of the project varied according
to individual abilities. The teacher
OVERVIEW provided options including a short review;
This unit focussed on Punjabi short stories a personal response; a brief essay about
and novels. Evaluation was based on: one aspect such as character, theme, or
style; writing-in-role (e.g., writing a letter
• written assignments from one character to another or to
• dramatizations and role-playing based on someone outside the story); a sequel or
stories and novels read by students
PLANNING FOR ASSESSMENT AND
D-41
prequel; or retelling one event from a Written Report

different viewpoint. • conveys the central idea or theme of the
• Working with a partner or in a small story
group, students developed a role play or • writes clearly and legibly
dramatization related to one or more of • offers a personal viewpoint,
the stories. Examples included acting out a interpretation, or response
particular scene, role-playing a situation • remains consistent with story details
that extended or changed one aspect of the (except where imaginative content is
story, or inventing a scene that involved developed)
characters from two or more stories or that • includes relevant details, reasons, and
placed one or more of the characters in a examples to support interpretation,
new situation. opinion, or response
• reflects an awareness and appreciation of
DEFINING THE CRITERIA Punjabi language and culture
• demonstrates a clear and logical
The teacher reviewed the learning outcomes organization of ideas to enhance message
for the two evaluation tasks and discussed • uses a wide range of appropriate
the following criteria with students. As in all vocabulary and idioms to support
assignments, communicating meaning was message
the most important feature. These criteria • makes only minor errors in tense and
were adapted for similar activities structure that do not reduce effectiveness
throughout the year.
ASSESSING AND EVALUATING STUDENT
Role Play or Dramatization
PERFORMANCE
• meaning is clear; speech is easy to
The teacher evaluated students’ work using
understand
two performance rating scales: one for role
• includes relevant information or
plays, and one for written assignments.
references to one or more of the stories
Students were given opportunities to
• attempts to engage the audience by
discuss the rating scales and use them for
including interesting or unusual details or
self-assessment and peer feedback. While
interpretations
the scales offered three levels of acceptable
• uses a wide range of vocabulary or idioms
performance, the teachers sometimes chose
that support the message
to assign mid-range grades (e.g., C+ or C-).
• uses appropriate tenses and structures
• uses strategies to maintain interaction and
avoid communication breakdown (e.g.,
self-corrects, rephrases in Punjabi, repeats,
asks questions, uses body language)
• speaks fluidly with pauses that are brief
and do not interfere with meaning
D-42
Role Play or Dramatization

Rating Criteria
• Information and message are clear.

• Interaction is effective and appears spontaneous; may include some
short pauses.
• Student speaks with expression and uses body language to support
A words.
• Uses a wide range of appropriate vocabulary and idioms.
• May include minor errors in pronunciation, word choice, or structures,
but these do not reduce the effectiveness of the information.
• Information and message are generally clear and easy to understand.

• Interaction flows smoothly and appears spontaneous.
• Student speaks with appropriate expression but may be hesitant, using
B frequent short pauses.
• Uses some variety in vocabulary; may make some idiomatic errors.
• May include minor errors in language, but these do not obscure the
message.
• Information and message are comprehensible but may pose occasional

problems for the audience or be very simple.
• Includes some detail drawn from the story; may focus on portraying an
event without interpretation or elaboration.
• Interaction may include long pauses in some places.
C
• Student speaks hesitantly and sometimes without appropriate
expression or intonation.
• Vocabulary tends to be basic and repetitive; limited use of idiom.
• May include errors in language that weaken but do not obscure the
message.
• Information and message are unclear, incomplete, or inappropriate.

IP/F • No interaction or flow of language.
• May be extremely brief.
D-43
Written Reports
Rating Criteria
Conveys the central idea or theme and may offer an unusual

interpretation. Writing is clear, detailed, organized, and shows
understanding. Makes connections to other experiences, works, or
specific features of Punjabi culture and language. May focus on subtle or
A abstract features. Attempts to engage the reader and extend
understanding. May take language risks and may therefore make errors
when expressing complexities or subtleties. Uses a wide range of
vocabulary and idioms to support the message and enrich expression.
Errors in language, if any, do not detract from meaning.
Conveys the central idea or theme and offers a personal viewpoint,

interpretation, or response. Presents details, reasons, or examples that
are relevant and consistent with the story. Makes connections to other
B experiences and to Punjabi culture and language that tend to be direct and
concrete. Work is clearly written, logically organized, and uses a range of
vocabulary and idioms, but may be somewhat repetitive. May include
some structural and tense errors, but these do not obscure meaning.
Addresses the central idea or theme. Tends to focus on a literal

interpretation, often simply retelling the story. May offer an
interpretation or response with limited support (e.g., listing events,
offering such judgments as “boring” or “interesting” with few specific
reasons or examples). Personal connections tend to be direct and
C
concrete. May omit mention of Punjabi culture and language. Writing is
comprehensible but may be unclear in places, often because of problems
with organization. Links between ideas may be weak or confusing.
Vocabulary and idioms tend to be basic and concrete. May include errors
in word choices, structures, or surface features, but these do not
seriously obscure meaning.
Information and message are unclear, incomplete, or inappropriate. May

IP/F be very short. A large number of errors may make it impossible for the
reader to understand the writer’s views.
D-44
APPENDIX E
Acknowledgments
APPENDIX E: ACKNOWLEDGMENTS
E-2
Many people contributed their expertise to this document. The project co-ordinator was Robin
Rasmussen of the Curriculum Branch, working with ministry personnel and our partners in
education. We would like to thank all who participated in this process.
PARTNER OVERVIEW/REVIEW COMMITTEE
John Cheng Harbhajan Singh Manocha

BC School Trustees Association Khalsa Diwan Society
John Coleman Cam Prasad

BC Teachers Federation BC Heritage Language Association
Silvia Dyck Major Singh Randhawa

BC Confederation of Parent Advisory Khalsa Diwan Society
Councils
Kelleen Toohey
Dalip Singh Gill Simon Fraser University
Damesh Punjabi School
Barbara Walker
Ravinder Singh Gill BC Principals’ and Vice Principals’
BC Teachers Federation Association
Mike Henderson
BC School Superintendents Association
LEARNING OUTCOMES WRITING COMMITTEE
Ajit Singh Bains Amrik Singh Prihar

School District No. 30 (South Cariboo) School District No. 84 (Vancouver Island
West)
Sadhu Singh Binning
University of British Columbia Kamaljit Kaur Sidhu
School District No. 36 (Surrey)
Gurdev Singh Dhaliwal
Dasmesh Punjabi School
Parmjit Singh Parmar

School District No. 42 (Maple Ridge)
Devinder Kaur Pawa

School District No. 38 (Richmond)
E-3
LEARNING RESOURCE EVALUATORS
Ravinder Kaur Dhami Amrik Prihar

School District No. 27 (Cariboo-Chilcotin) School District No. 84 (Vancouver Island
West)
Nirmall Singh Gill
Dasmesh Punjabi School Kulwant Sekhon
School District No. 41 (Burnaby)
Harbans Jawanda
School District No. 65 (Cowichan) Harjeet Parhar
School District No. 38 (Richmond)
Parmjit Singh Parmar
School District No. 42 (Maple Ridge)
INTEGRATED RESOURCE PACKAGE WRITING COMMITTEE
Reena Baker Surjit Kaur Kainth

University of British Columbia School District No. 27 (Cariboo-Chilcotin)
Nirmall Singh Gill Jasdev Singh Makkar

Dasmesh Punjabi School School District No. 36 (Surrey)
Mike Henderson Devinder Kaur Pawa

BC School Superintendents Association School District No. 38 (Richmond)
E-4
APPENDIX F
Glossary and Punjabi Alphabet
APPENDIX F: GLOSSARY AND PUNJABI ALPHABET
F-2
THE PUNJABI ALPHABET
F-3
GLOSSARY
authentic materials Resources such as newspapers, magazines,

and news broadcasts; designed to communicate
information or meaning rather than to facilitate
language learning.
authentic situations Communicative tasks (real or simulated) that

require the use of language as it would be
employed by a native speaker (that is, colloquial,
idiomatic). Authentic situations are distinct from
artificial situations that test particular vocabulary
and structures rather than communicate meaning
(e.g., memorized conversations).
cloze An instructional technique that uses a written

passage (a paragraph of at least four or five sen-
tences) in which every nth word is deleted.
Students fill in the missing words using contextual
clues. This technique tests students’ compre-
hension as well as their ability to understand
vocabulary and appropriate grammatical form.
communicative competence The ability to use listening, speaking, reading, and

writing to communicate meaning. It implies a
command of vocabulary and an understanding of
grammar, idiom, and culturally appropriate
behaviour. Acquiring communicative competence
is the goal of the Punjabi 5 to 12 curriculum. The
communicative approach focusses on language use
rather than usage and on fluency rather than
accuracy.
jigsaw technique An instructional technique that promotes co-

operative learning. This technique consists of
dividing information among students who must
then pool their information to complete a task.
Typically, there are four steps:
1. Divide students into Home Groups and present

an overview of the task.
2.Give each Home Group member a different part
of the task so that one student in each group has
the same information (e.g., divide a reading into
F-4
several parts). Students with the same

information then leave their Home Groups and
form an Expert Group.
3. Expert Group members work together to gain
sufficient understanding of their information to
teach it to others in their respective Home
Groups (e.g., they may have to relate a sequence
of events, choose relevant data, or decide on a
main idea).
4. Students return to their Home Groups, and
experts share their knowledge with the others.
The Home Group is responsible for helping all of
its members understand the information and
complete the task.
standard Punjabi The modern, literary form of Punjabi, based on the

Majhi and Malwi dialects. Also know as Central
Punjabi. Because the political, commercial,
cultural, and educational centres of Amritsar,
Ludhiana, and Lahore are located in the Majhi- and
Malwi-speaking territories, it is the most widely
used form of Punjabi.
strip story A language-teaching technique that enables

students to comprehend unfamiliar vocabulary,
practise pronunciation, and understand logical
sequence. The sentences of a short story are put
onto separate strips. Each student in a group
receives one sentence and memorizes it. The strips
are then removed, and students work with other
group members to reconstruct the story by
repeating their lines to each other until a logical
sequence emerges.
F-5
APPENDIX G
Additional Resources
APPENDIX G: ADDITIONAL RESOURCES
G-2
PUNJABI WEDDING SONGS

The following pages contain the lyrics for songs that students could include in a concert of Punjabi
wedding songs.
G-3
G-4
G-5
AN ENVIRONMENTAL SIMULATION 2. Divide the class into seven groups (or

fewer if not all viewpoints will be
A simulation concerning an environmental
examined). Give each group a copy
issue is an effective way to encourage
of Part One of the Datasheet, which
discussion and decision making. The
outlines the issue. Group members
following procedural information (with
should assist each other with unfamiliar
accompanying student handout material in
vocabulary. They should also list the
Punjabi) focusses on the issue of nuclear
main issues and record them for future
power. Adapted from “Differing Views on the
reference.
Nuclear Issue,” in Science and Technology
11—Energy and Environmental Trade Offs: 3. As a class, review the procedure for
Teacher Module (Victoria: Ministry of preparing a debate.
Education, 1986), pp. 91-97.
4. Have students re-form their small
In this activity, students attempt to find a groups, and assign each group one
compromise position in a debate over the viewpoint from Part Two of the
issue of energy and the environment. Datasheet. Tell students they will
present this viewpoint in a debate. Ask
Since this activity is conducted in Punjabi,
students to read their viewpoint, select
students may need considerable help with
a recorder, and list the feelings and
unfamiliar vocabulary and idioms. They will
motivations of the person they are
also require sufficient time to formulate
representing. (e.g., How does the person
arguments and viewpoints. For this reason,
feel? Why does the individual feel this
the preparation and simulation should be
way?) Each group then identifies what
done over two to three class periods.
should be done with the Island Power
Students will be more successful in Company proposal (e.g., reject, accept,
completing this simulation if they have had or change it to make it more acceptable)
practice in: and gives reasons.
• role play 5. Give students sufficient time to prepare

• expressing personal viewpoints a two-minute oral presentation where
• expressing agreement and disagreement they will discuss their group’s response
to the Island Power Company proposal
Note: The Datasheet handout includes seven
and provide supporting arguments.
viewpoints on the Island Power Company
Each group should select one member as
proposal. Depending on the size and
the spokesperson.
language fluency of the class, teachers may
choose to limit the number of viewpoints to 6. Have the groups make their
be debated. presentations. After each presentation,
encourage members from other groups
Procedure to ask questions. Remind students, as
they listen to each presentation, that
1. Tell students they will take part in a role-
they should be looking for a consensus
playing exercise to consider where to
on the viewpoints to take to the Utilities
locate a nuclear power generating
Commission.
station in British Columbia. Introduce
unfamiliar vocabulary related to nuclear
power, time expressions, and idioms.
G-6
7. Record the main responses to the

proposal. Once all viewpoints have been
presented, try to reach a class-wide
consensus on the response to give to the
Utilities Commission.
8. Alternatively, the consensus building
can be done as a jigsaw activity (see the
Glossary). Reassemble the class into
groups that include one representative
for each viewpoint. Give each group
about 15 minutes to try to achieve a
consensus on the best response for the
Utilities Commission. At the end of that
time, debrief the students by comparing
the results achieved by each group. (Did
any succeed in finding a compromise
position? What trade-offs did individu-
als have to make in order to do so? What
stumbling blocks, if any, prevented
groups from achieving consensus?)
9. To conclude the activity, have students
write a report identifying the different
viewpoints expressed and the consensus
opinion of their group. Students could
also include their personal viewpoint
and indicate how it is the same or
different.
Assessment Suggestions
• Observe to what extent students
contributed to their group discussions.
• Note the ability of group members to
form appropriate questions during the
presentations.
• Collect written reports and assess how
clearly and accurately students reported
the various viewpoints (that is, their
own and other groups’, the consensus
opinion, their personal viewpoint). Assess
the reports for range of vocabulary and
sentence structure.
G-7
Datasheets: Part 1
G-8
G-9
Datasheets: Part 2, Viewpoints
G-10
G-11
G-12
APPENDIX H
Planning Your Program
APPENDIX H: PLANNING YOUR PROGRAM
H-2
T
he communicative focus of this session (there will, however, be a wide
curriculum emphasizes the acquisi- variety of student backgrounds and a
tion of listening and speaking skills. range of language-learning abilities in any
Reading and writing should be taught given classroom)
concurrently as a natural extension of oral • given a choice, it is a good idea to
language. Integrating the teaching of the introduce the most common structures
four language skills will enhance students’ and vocabulary related to particular
abilities to function in a Punjabi-speaking subjects (in Punjabi, as in English, there
environment. Learning with a communica- are many synonyms and a variety of ways
tive focus means that grammar is introduced to express the same thought)
as students need it to accomplish specific • in recurring discussions related to a
linguistic tasks. Culture is integral to particular topic, there is likely to be less
language learning and should be addressed confusion if teachers consistently use the
as part of all language-learning activities. same structures and vocabulary to express
the same thought until these have been
COMMUNICATIVE-ORIENTED INSTRUCTION fully assimilated
Effective instruction with a communicative
SCOPE AND SEQUENCE
orientation develops students’ language
skills by involving them in activities that Decisions with respect to scope and sequence
require the use of language for purposes that should be guided by early assessments of
are meaningful and interesting. Vocabulary students’ language levels. These decisions
and structures are acquired as they are should also take account of the fact that
needed to facilitate communication and language learning is not linear. Language
should be extended and reinforced through learned in one lesson should be reinforced
use in a communicative context (that is, in another communicative context in
rather than by means of list memorization). subsequent lessons. All four language skills
In support of this approach, Punjabi (listening, speaking, reading, and writing)
should be used in the classroom to give should be developed concurrently. Reading
instructions, provide explanations, and carry and writing, which native speakers of a
out activities. By avoiding translation, language typically learn after having learned
teachers help students grasp the structures to speak and comprehend, can be introduced
and vocabulary of Punjabi and develop from the outset. Teachers can label classroom
comprehension and production skills that objects (using the Punjabi alphabet) and
are transferable to other situations. Students display written copies of students’ names to
should be encouraged to use drawings teach students to recognize and pronounce
and other visuals to extend their ability to these words. Consistent modelling and
communicate with limited Punjabi. varied opportunities to use the language
encourage correct pronunciation. Within the
To best assist students at the beginning
first year, writing using the Punjabi alphabet
stages of language learning, teachers might
can be introduced. The key consideration is
keep in mind that:
that writing and reading should be related to
• students can generally be expected to students’ oral work and introduced
assimilate (fully learn) no more than five concurrently—rather than as isolated
to seven new vocabulary items in a given activities.
H-3
ABOUT THE ACTIVITIES IN THE INTEGRATED • errors are accepted as part of the natural
RESOURCE PACKAGE learning process
• the aim is for fluency rather than accuracy
The activities suggested for each outcome
at the beginning stages
are consistent with the communicative
approach. For example, the “hands-on” Opportunities for practice in pairs and
activities associated with Punjabi sports, small-group work help students to develop
games, customs, celebrations, and festivals increased ability to use the language
further the development of language skills independently.
and an increased familiarity with the
culture. Depending on the local situation, SENSITIVE CONTENT
teachers can extend such activities by
The study of Punjabi can involve classroom
bringing resource people (e.g., parents,
activities that raise matters about which
elders, community representatives, and
some students or their parents may feel
first-language speakers) in as guest speakers
sensitivity or special concern. These include:
and to assist with activities. Field trips to
local businesses or cultural sites where the • the caste system
contacts speak Punjabi would also be a • arranged marriage
valuable means of developing students’ • social pressures on adolescents (e.g.,
language skills and cultural awareness dating)
(especially when complemented by • religious beliefs
preparatory and follow-up activities such • dietary restrictions
as preparing focus questions and writing • standards of personal behaviour (e.g.,
letters of thanks). dress)
• assertive communication
CREATING AN ATMOSPHERE FOR LEARNING • immigration
• racism
For many students, this will be their first
• gender issues
exposure to a second language. It is
important that the experience be non- The following are some suggested guidelines
threatening, rewarding, and enjoyable, as for dealing with such matters:
it sets the stage for years to come. Students
• Inform parents of the objectives of the
should be given every opportunity to
curriculum before addressing any
hear and use the language in a variety of
sensitive issues in the classroom, and
situations. Learning in a communicative
provide opportunities for them to be
context is further supported when the
involved in their children’s learning.
teacher establishes a classroom atmosphere
• Be aware of district policy and procedures
that builds student confidence and
regarding instruction involving sensitive
acknowledges that learning a language is
topics (e.g., policy for exempting students
a complex, dynamic, and individual
from participation in classroom activities).
process. Language learning is nurtured in
• Be aware of provincial policy and
a classroom environment where:
legislation related to matters such as
• students are encouraged to learn from disclosure in cases of suspected child
their efforts and from each other abuse.
H-4
• Obtain the support of the school adminis-

tration before engaging in any potentially
sensitive instruction.
• Inform an administrator or counsellor
when a concern arises.
• Be aware of warning signals for eating
disorders, suicide, and child abuse (e.g.,
excessive perfectionism, compulsive
exercising, depression, very low or high
body weight).
• Obtain appropriate in-service training
and/or consult with those in the school
who have relevant expertise (e.g., the
teacher counsellor) before beginning
instruction in a new, unfamiliar, or
potentially sensitive area of study.
• Establish a classroom environment that is
open to free inquiry and to various points
of view.
• Familiarize yourself with cultural
expectations with respect to matters such
as body language and eye contact.
• Avoid dealing with controversial issues
until class members have had enough time
together to become comfortable with each
other and to have learned an appropriate
process for addressing those issues.
• Promote critical thinking and
open-mindedness and refrain from taking
sides, denigrating, or propagandizing one
viewpoint.
H-5

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PUNJABI 5 TO 12

Integrated Resource Package 1995

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

Options for Punjabi Language Education ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 1

THE PUNJABI 5 TO 12 CURRICULUM

THE INTRODUCTORY PUNJABI 11 CURRICULUM

Appendix A: Prescribed Learning Outcomes ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ A-3

reviewed and evaluated by British Columbia • Appendix D contains assistance for

Grade GRADE 12 • Interpersonal Communication Curriculum Organizer

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

learning outcomes for about the organization

Grade GRADE 12 • Interpersonal Communication Curriculum Organizer

Suggested Assessment SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

approaches useful in - volunteer information and ideas to stimulate

support their opinions

Teachers should consider the

INSTRUCTIONAL STRATEGIES See Appendix C: Cross-Curricular Interests

SUGGESTED ASSESSMENT STRATEGIES areas requiring diagnostic teaching and

A series of assessment handbooks developed versions of some selected resources (Braille

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

• Model patterns for greetings in Punjabi. Have

Do this several times. Then ask students to give the

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• Have students listen to and learn a simple song.

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• As students participate in creative activities, use a

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The survey might focus on a particular topic (e.g.,

• Bring samples of common, familiar foods to class

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• Have students watch a video (or read or tell a

Students can then read their sentences to a partner.

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• Note students’ participation in and response to Multimedia

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• At this level, personal dictionaries can be

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• Have students choose items from a restaurant

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• To develop students’ sense of the similarities and

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