So just to give you an example of what the BC government wants to know (i.e., wants me to demonstrate on paper) about the effectiveness of my daughter's education, get an eyeful of this. These are just a few outcomes, by the way, in one area (of 12) of one subject - specifically, Language Arts: Writing and Responding, Purposes. (There are other outcomes in this area, and twelve areas in the subject. And there are eight subjects.)
create imaginative writing and representations, often modelled on those they have read, heard, or viewed, featuring - ideas represented through sentences and images that generally connect to a topic - developing sentence fluency by using simple sentences, dialogue, phrases, and poetic language - developing word choice by attempting to use new and descriptive words - developing voice by showing some evidence of individuality - an organization that generally follows a form presented or modelled by the teacher; stories include a beginning, middle, and end
create straightforward informational writing and representations, using prompts to elicit ideas and knowledge, featuring - ideas represented through words, sentences, and images that connect to a topic - developing sentence fluency by using simple sentences, patterns, labels, and captions - developing word choice by beginning to use content-specific vocabulary and some detail - developing voice by showing how they think and feel about a topic - an organization that follows a form modelled by the teacher, such as a list, web, chart, cluster, or other graphic organizer
create straightforward personal writing and representations that express simple ideas, feelings, likes, and dislikes, featuring - ideas represented through words, sentences, and images that connect to a topic - developing sentence fluency by using simple sentences that relate to each other - developing word choice by attempting to use descriptive words and interesting details - developing voice by showing some evidence of individuality - an organization that follows a form or text presented or modelled by the teacher, such as a list, card, or letter
Okay, first of all? Judging by the criteria above, the asshats who wrote these outcomes don't even have a Grade One education, because to finish Grade One you apparently have to have "sentence fluency", and use "straightforward information writing". Neither of those things are apparent in the outcomes as listed above: therefore, or as they used to say back in Clearihue B, quod erat demonstrandum, they must not have finished Grade One.
Second, SOMEONE PLEASE HELP ME. My brain hurts from devising worksheets targetted at satisfying multiple outcomes for eight subjects. I've been at it all day, and off-and-on for the last three days, on very little sleep. My little one is sick and is spending half the night coughing and whimpering.
Third, want to see what I had for dinner last night? (Mr HalfsoledBoots had Mini Wheats and the kids had homemade macaroni and cheese.)
I firmly believe there is no trouble so great that it cannot be helped - however slightly - by a piccolo of Henckell. The cool round grapes, Saltspring Island garlic-rosemary chevre, roasted onion & garlic jam, and fresh baguette didn't hurt either.
Anyway, back to being the principal, the teacher, the janitor, the librarian, the burly woman with a whistle who runs PE, the school nurse, the Board, and the Parent Advisory Council. See you on the other side.