Ministry of Education Elementary Provincial Report Card

Date: February 7, 2024

Student: Harseerat Varval ( 813049 ) OEN: 685-107-948 Days Absent: 6.0 Total Days Absent: 9.0

Grade: 08 Teacher: Sidhu, H ( HF1: 8B5 ) Times Late: 0.0 Total Times Late: 0.0

Board: Peel District School Board School: Balmoral Dr. Sr. Public School

Address: 5650 Hurontario Street Address: 233 Balmoral Dr.

Mississauga, ON Brampton
L5R 1C6 L6T1V5

Principal: Sebastian, Kevin Telephone: 905-793-6070

Learning Skills and Work Habits E - Excellent G - Good S - Satisfactory N - Needs Improvement

Responsibility E Organization E
Fulfills responsibilities and commitments within the learning Devises and follows a plan and process for completing work and
environment. tasks.
Completes and submits class work, homework, and assignments Establishes priorities and manages time to complete tasks and
according to agreed-upon timelines. achieve goals.
Takes responsibility for and manages own behaviour. Identifies, gathers, evaluates, and uses information, technology,
and resources to complete tasks.

Independent Work E Collaboration E

Independently monitors, assesses, and revises plans to Accepts various roles and an equitable share of work in a group.
complete tasks and meet goals. Responds positively to the ideas, opinions, values, and traditions of
Uses class time appropriately to complete tasks. others.
Follows instructions with minimal supervision. Builds healthy peer-to-peer relationships through personal and
media-assisted interactions.
Works with others to resolve conflicts and build consensus to
achieve group goals.
Shares information, resources, and expertise, and promotes critical
thinking to solve problems and make decisions.

Initiative E Self-Regulation E

Looks for and acts on new ideas and opportunities for learning. Sets own individual goals and monitors progress towards achieving
Demonstrates the capacity for innovation and a willingness to take them.
risks. Seeks clarification or assistance when needed.
Demonstrates curiosity and interest in learning. Assesses and reflects critically on own strengths, needs, and
Approaches new tasks with a positive attitude. interests.
Recognizes and advocates appropriately for the rights of self and Identifies learning opportunities, choices, and strategies to meet
others. personal needs and achieve goals.
Perseveres and makes an effort when responding to challenges.

Strengths/Next Steps for Improvement

Harseerat acts responsibly in the classroom and within the school environment. She takes pride in completing her responsibilities
and commitments within the classroom. Harseerat demonstrates this by handing in assignments on-time using Google classroom.

When completing work, Harseerat is ready to learn and contribute to the activities. She quickly transitions between subjects and
uses her time effectively. Harseerat demonstrates this by following instructions and coming to class with all necessary items.

Harseerat is very good at prioritizing important tasks. She manages her time in a way that allows her to feel relaxed and confident
as due dates approach. Harseerat focuses her time in class on completing her work to minimize the workload and stress.

Grades 7 and 8 Page 1 of 4

Student: Harseerat Varval ( 813049 ) OEN: 685-107-948 Grade: 08
Report 1 Report 2
Subject %Mark Median %Mark Median
Strengths/Next Steps for Improvement
Language NA Literacy Connections and Applications, Foundations in Language, Comprehension,Composition

Sidhu, H Harseerat has the ability to select and read books at her appropriate reading
level. While reading informational text in Science and Geography, she was
ESL/ELD 84 75 able to create jot notes, summarize, and explain important details. Harseerat
was able to create and present a spoken word poem with detail and on a topic
IEP of her choice. She displayed her knowledge of literary devices through
developing her own examples and finding literary devices in a variety of texts.
Harseerat is an active listener and used a variety of listening comprehension
strategies, such as asking and answering questions whenever possible.

Next Steps: Harseerat should continue to involve herself in classroom

discussions and conversations. Harseerat would also benefit from revising her
work prior to handing it in.
French NA Harseerat demonstrated proficiency in French-language listening skills when
Listening Dixon, K responding verbally and in writing to questions about the oral texts such as ‘Le
ESL/ELD IEP 84 75 Chasseur des Orages.’ Harseerat participates in planned, rehearsed, and
Speaking
spontaneous settings with proficiency, expressing herself coherently in
French. Ariana demonstrated a strong understanding of informational texts
ESL/ELD IEP 84 71 read in class this term such as 'Les Résaux Sociaux,’ ‘l’Eurovision,’ and ‘Coco
Reading Chanel.’ Harseerat demonstrates effective application of conventions of text
ESL/ELD IEP 84 71 and grammar while communicating meaning clearly and accurately in a variety
Writing of activities including reading responses, conjugation exercises, and an
ESL/ELD IEP 84 71 original short story.

X Core Immersion Extended

Native Language Oral Communication, Reading, Writing

ESL/ELD

IEP

X NA

Mathematics Number, Algebra, Data, Spatial Sense, Financial Literacy

Sidhu, H Harseerat generated and represented squares, exponents, and factors using
tools such as factor trees. She also investigated the radius, diameter, and
91 75 area of a circle. She created and adjusted budgets designed to meet financial
goals. She demonstrated the Pythagorean relationship and solved problems
algebraically. She determined missing angles using her knowledge of
ESL/ELD
complementary and supplementary angles. She solved angles that involved
intersecting and parallel lines, by establishing their relationships. Harseerat
IEP identified a variety of polygons based on the number of sides they had and
determined the interior angles & exterior angles of different shaped polygons.
Next Steps: Harseerat should continue to review notes on a daily basis and
French practice.

Science and Technology STEM Skills and Connections, Life Systems, Matter and Energy,
Structures and Mechanisms, Earth and Space Systems
Sidhu, H
Harseerat investigated unicellular and multicellular organisms, and compared
91 75 ways these two types of organisms meet their basic needs. She identified the
main differences between a plant and an animal cell, and used a real-life
analogy, to compare a cell’s functions. In the Water Systems unit, she
ESL/ELD displayed her understanding of the cleaning process of water as well as
storage of clean water. She described her own water usage and ways she can
reduce her own water waste. She identified the states of water on Earth’s
IEP
surface and atmosphere, their distribution, relative amounts, circulation, and
the conditions under which they exist in her Water Cycle poster. Harseerat
French
identified many factors, including climate change, that have contributed to the
melting of glaciers and polar ice-caps.

Grade 7 and 8 Page 2 of 4

Student: Harseerat Varval ( 813049 ) OEN: 685-107-948 Grade:08
Report 1 Report 2
Subject Strengths/Next Steps for Improvement
% Mark Median % Mark Median
History X NA History will be reported on in Term 2.
Sidhu, H
ESL/ELD IEP
French

Geography NA Harseerat analyzed the interrelationships between Earth’s physical features

Sidhu, H and human settlement patterns. She looked at patterns and factors affecting
economic development and quality of life in the world. She examined different
ESL/ELD IEP 84 75 job sectors to explore the different types of industries and jobs that influence
French economic growth. Harseerat highlighted the differences between primary,
secondary and tertiary industries and provided specific examples of each.
Health and Physical Education Harseerat described the signs and symptoms of concussions, as well as
Health Education: VanSickle, N strategies that support healthy recovery. She analyzed her personal eating
Healthy Living habits and food choices, taking into account behaviours that support healthy
84 71 eating, such as mindful eating, awareness of food marketing, and using food
ESL/ELD IEP
labels. Harseerat described a variety of strategies for promoting healthy eating
French habits and food choices at school. (Khan)
Physical Education: VanSickle, N Harseerat followed safety guidelines during games and activities such as
Active Living, Movement Competence basketball, volleyball, and flag football. Harseerat participated to the best of
her capabilities throughout most of class. She demonstrated accurate passing
ESL/ELD IEP 75 75 and receiving from a variety of distances in drills and game situations.
Harseerat is encouraged to use strategies such as proper defending position
French
during territory activities and pacing during long runs in second term. (Khan)
The Arts Dance will be reported on in Term 2.
Dixon, K
Dance
ESL
/ELD
IEP X NA French

Drama Dixon, K Harseerat analyzed and interpreted symbols in the play, ‘The Girl in the Gap.’
ESL Harseerat used intonation, projection, and expression in she rehearsed
/ELD IEP NA French 75 75
readers’ theatre performance.
Music Hill, H Harseerat has demonstrated an understanding of standard notation by
ESL accurately playing increasingly complex songs on the piano with appropriate
/ELD
IEP NA French
84 81 technique and expression.
Visual Arts Kaushal, S Harseerat applied the creative process to complete various assignments such
ESL
IEP French as Zentangle art, line art and optical art that demonstrated her deep
/ELD NA 84 75
understanding of the elements of art i.e. colours, shapes and lines.

ESL/ELD IEP
French NA

Elementary Provincial Report Card (Please have your child complete the form below, and return it to your child's teacher.)

Student: Harseerat Varval ( 813049 ) Grade: 08 OEN:685-107-948 Teacher: Sidhu, H ( HF1: 8B5 )
Student's Comments

My best work is:

My goal for improvement is:

Student's Signature X

Grades 7 and 8 Page 3 of 4

Student: Harseerat Varval ( 813049 ) OEN: 685-107-948 Grade: 08

Percentage Mark Achievement of the Provincial Curriculum Expectations

The student has demonstrated the required knowledge and skills with a high degree of effectiveness.
80-100
Achievement surpasses the provincial standard. (Level 4)

70-79 The student has demonstrated the required knowledge and skills with considerable effectiveness.
Achievement meets the provincial standard. (Level 3)
60-69 The student has demonstrated the required knowledge and skills with some effectiveness.
Achievement approaches the provincial standard. (Level 2)

50-59 The student has demonstrated the required knowledge and skills with limited effectiveness.
Achievement falls much below the provincial standard. (Level 1)

R The student has not demonstrated the required knowledge and skills. Extensive remediation is required.

I Insufficient evidence to assign a percentage mark.

ESL/ELD - Achievement is based on expectations modified from the curriculum expectations for the
grade to support English language learning needs.
IEP - Individual Education Plan
NA - No instruction for subject/strand for reporting period
Median - The percentage mark at which 50 per cent of the students in the grade have a higher percentage mark
for the subject/strand and 50 per cent of the students have a lower percentage mark

To Parents/Guardians and Students: This copy of the report card should be retained for reference. The original
or an exact copy has been placed in the student's Ontario Student Record (OSR) folder and will be retained for five
years after the student leaves school.

Teacher's Principal's
Signature X Signature X

Elementary Provincial Report Card (Please complete, sign, and detach the form below, and return it to your child's teacher.)
Student: Harseerat Varval ( 813049 ) Grade: 08 OEN:685-107-948 Teacher: Sidhu, H ( HF1: 8B5 )
Parent's/Guardian's Comments

My child has improved most in:

I will help my child to:

Parent's/Guardian's name (please print) Signature Date

I have received this report card.
I would like to discuss this X
report card. Please contact me. Telephone (day): Telephone (evening):
Grades 7 and 8 Page 4 of 4