Quest

a transition program for learners aged 13 and 14

Preparation for adult life is an integral aspect of the Quest and Passages Programs and a major focus for senior students.
We recognize two distinct phases of the journey to adulthood, one leading to the other. In both the Quest and Passages
divisions, the core advising team becomes less directive and more facilitative as learners become more skilled at setting
and achieving goals as well as choosing courses and activities that address personal needs and interests. Learning options
increase to include Gateway Courses, select Board Authority Approved courses, online, distributed learning and external
credits. Learners may spend more time participating in our programming and community building activities, contributing
to our culture of connection and passing it on to younger learners. The Core Advising team expands to include peer
advisory groups, governance, etc. Learners will participate with advisors in democratic processes to select courses for the
term, including what will be done collectively and independently. Learning through Paths of Inquiry are refined as
students move through their Passages years, with learners asking most of the questions and finding most of the answers.
By the end of their time in Quest, learners are ready to transition into their Passages years by consistently demonstrating
their ability to :
● Use their insights to design and implement personal learning plans and curriculum
● Inquire, investigate, think and learn independently
● Vision, plan, set goals, make decisions, reflect and evaluate their work
● Value their individual learning processes, celebrate success and work through problems
● Marry freedom and interests with accountability and responsibility
● Learn to choose meaningful activities and challenges
● Become Self-Directed, take ownership of their learning and ultimately their life
● Manage time, self assess, and develop personal goal setting strategies to increase their skills at independent
learning

Personal Development
Emotional
develop a positive and realistic self-concept
• identify skills and describe how personal attributes can be related
to career options
• show self-confidence
• identify transferable skills that relate to career development
● accept praise and criticism in an objective manner
● select and perform appropriate activities for personal stress
management and relaxation
● demonstrate positive behaviours that indicate self-respect, self-
confidence and leadership while participating in physical activity
develop independence and self-directedness
• planning to support and achieve a specific goal
• make thoughtful choices and accept responsibility for decisions
• influences on decision making and goal setting
• apply a decision making model
• understand importance of effective work habits
• meet commitments to yourself and others, reliability
• manage time effectively and complete tasks on schedule
• pursue interesting activities to discover new areas of passion
• plan and participate in a variety of alternative or outdoor
environments that employ specific movement and/or survival skills
Physical and Well Being
learn and practice safety
• Internet and lab safety
• describe appropriate procedures for responding to emergencies
• assess the potential hazards associated with various jobs (e.g.,
garden work, babysitting, newspaper delivery, snow shoveling)
• assess the potential risks associated with a variety of road-related
situations
• select and apply rules, routines, and procedures of safety in a
variety of activities from all physical activity categories
set goals to attain and maintain a healthy, active
lifestyle
• track and assess personal physical and emotional benefits of daily
participation in physical activity
• analyse and explain the effects that nutrition, fitness, and physical
activity have on body systems before, during, and after exercise
• demonstrate a willingness to participate in a wide range of
activities from all movement categories including games, dance and
gymnastics
• design, analyse, and modify nutrition programs for self and others
• apply activity-specific motor skills and offensive and defensive
strategies in game activities

share, co-operate, and learn from others
• assess the importance of healthy relationships (e.g., with friends,
family, teachers, mentors)
• develop personal support networks
• awareness of healthy and unhealthy relationships
take care of and respect their body
• practices for preventing communicable and non-communicable
diseases
• identify factors that influence healthy sexual decision making
• analyse influences related to substance misuse and propose
strategies that can assist youth in making healthy choices related to
substance use
• identify community sources and support services for individuals in
abusive or exploitive relationships
Quest program continued:
Social Development
Social Responsibility
contribute to a collaborative environment
• identify and demonstrate positive behaviours that show respect for
individuals’ potential, interests, and cultural backgrounds
• voluntarily takes responsibility in classroom and group activities and
shows leadership skills
• co-operatively identify, plan and implement a course of action that
addresses a problem, issue, or inquiry
• use language to help establish and maintain relationships within the
school and community, to collaborate to get things done, and to value
and support others
• use language to interact and collaborate with others to explore ideas
and to accomplish goals
• kind, friendly, and inclusive
• willing to participate in positive actions suggested by others
• demonstrate etiquette and fair play
solve problems in peaceful ways
• show empathy and a sense of ethics, presents soundly reasoned
arguments, and considers divergent views
• can clarify problems or issues, generate and analyze strategies,
create an effective plan, and use evidence to evaluate actions
• analyse factors that contribute to global and historical revolution and
conflict
Intellectual Development
Arts and Aesthetic
Learners aged 13-15 are encouraged to choose one or more of the
four Fine Arts areas of study (visual arts, dance, music or drama) at
each grade level. By providing choice for their area of study,
students explore, develop and refine an appreciation for a specific
art form.
develop enthusiasm and appreciation for the arts
• demonstrate pleasure, enjoyment, and a deepened awareness of
themselves and their place in their environment, community, and
culture
• attend cultural performances and demonstrate audience etiquette
• describe how different forms of artistic expression reflect the
society in which they are produced
respond to the arts in imaginative ways
• foster respect for and appreciation of the diverse cultural heritages
and values of Canada and the world
• create visual art with understanding of structure (elements of
rhythm, melody, expression, form and principles of design)
• convey thoughts, images, and feelings through visual and
performance arts
• understand the context of art (self, community, historical and
cultural) in performance and visual art through creation and
appreciation
Citizenship
exercise democratic rights and responsibilities
• show a strong sense of community-mindedness and accountability;
can describe and work toward an ideal future for the world
• demonstrate an understanding of the tension between individual rights
and the responsibilities of citizens in a variety of civilizations
• describe various ways individuals and groups can influence legal
systems and political structures
• analyse the contributions of the English, French, and American
revolutions in the development of democratic concepts
• evaluate the changing nature of law and its relation to social
conditions of the times
• investigate the roots of Canada’s political and legal systems,
including the development of two legal systems from two cultures
demonstrate an understanding of the world around them
• defend a position on a controversial issue after considering a variety
of perspectives
• describe a variety of diverse cultural traditions and world religions
• use language to explore thoughts, ideas, feelings, and experiences to
prepare for their roles in the world
value and respect diversity and defend human rights
• respectful and ethical; speaks out and takes action to support
diversity and defend human rights, even when that may not be a
popular stance
Applied Skills
Learners aged 13-15 are encouraged to choose one or more of the
four Applied Skills areas of study (Foods and Nutrition,Textiles,
Technology Education ) at each grade level. By providing choice
for their area of study, students explore, develop and refine an
appreciation for a specific Applied Skill.
explore the acquisition of a second language by
• communicating, acquiring information, experiencing creative
works and understanding cultural influences
develop technological literacy
• work in specialized environments to develop and use
technological solutions to problems that they identify or that are
identified for them.
develop the knowledge, skills, and attitudes that
have applications in their personal and family lives
• understanding the principles of healthy eating to plan and create
nutritious foods for individuals, groups, and family members
• understanding the versatility of textiles by designing, producing,
and evaluating textile items
• increasing knowledge of the nutritional, social, and economic
factors that affect food or textile selection and preparation
• practicing and thinking critically about principles and techniques
related to acquisition, production, and consumption of foods or
textiles
Quest program continued:
Intellectual Development
Literacy
comprehension and response
strategies and skills
• to develop repertoires of skills and strategies to use to anticipate,
predict, and confirm meaning while reading, viewing, and listening.
comprehension
• demonstrate understanding of written, oral, and visual
communications
engagement and personal response
• identify connections between their own ideas, experiences, and
knowledge and a variety of literary and mass media works created by
classroom, local, British Columbian, Canadian, and international
authors and developers from various cultural communities
critical analysis
• draw reasoned conclusions from information found in various
written, spoken, or visual communications and defend conclusions
rationally
communicate ideas and information
knowledge of language
• apply their knowledge of the conventions of language and use
appropriate vocabulary to talk about them
composing and creating
• employ a variety of effective processes and strategies, including
the use of electronic technology, to generate, gather, and organize
information and ideas.
improving communications
• enhance the precision, clarity, and artistry of their communications
by using processes that professional authors and presenters use to
appraise and improve their communications
presenting and valuing
• demonstrate their understanding of and abilities to use a variety of
forms and styles of communication that are relevant to specific
purposes and audiences
Humanities/Sciences
demonstrate an understanding of the historical world
from 500 AD to 1815 AD through:
Identity, Society, and Culture
• describe how societies preserve identity, transmit culture, and adapt
to change through periods of contact, conflict or conquest
• analyse roots of present-day regional, cultural, and social issues
within Canada (including relationships with Aboriginal people)
Governance
• define colonialism, imperialism, and nationalism
• explain the development and importance of government systems
Economy and Technology
● compare basic economic systems and different forms of exchange
• describe the impact of technological innovation and science on
political, social, and economic structures
• analyse the economic development of Canada from exploration to
the industrial revolution
Human and Physical Environment
• make connections among science, technology, society, and the
environment
• describe and compare North America’s diverse geographical
regions
• locate and describe current and historical events on maps
• acquire an understanding of and appreciation for the historical and
geographical forces that have shaped and continue to shape
Canadian society and the societies of countries around the world
Numeracy
demonstrate number sense
• operations with Rational Numbers including estimates
• estimating and computing square roots of perfect and non perfect
square numbers
• add, subtract, multiply, and divide fractions concretely, pictorially,
and symbolically
• unit rates, ratios and proportions
• an understanding of and operations with powers with integral bases
demonstrate spatial sense
• use direct or indirect measurement to solve problems
• describe the characteristics of 3-D objects and 2-D shapes,
and analyze the relationships among them
• employ the pythagorean theorem
• describe and analyze position and motion of objects and shapes
• solve problems and justify the solution strategy
using geometric circle properties
demonstrate statistical sense
• collect, display and analyze data to solve problems
• use experimental or theoretical probabilities to represent and
solve problems involving uncertainty
demonstrate a sense of relationships and patterns
• model, record and explain the operations of polynomial expressions
• use patterns to describe the world and solve problems
• generalize a pattern from a problem-solving context
• graph linear relations, analyze the graph and interpolate or extrapolate
to solve problems
• model and solve problems using linear equations and inequalities
• generalize a pattern arising from a problem-solving context using
linear equations and verify by substitution.
employ a variety of processes to interpret the world
around them
• develop science-related skills through employing the scientific
method
• demonstrate attitudes conducive to the acquisition and application
of information
• critical thinking strategies ie: defending a position as well as
analysis, synthesis, and evaluation
• perform experiments using the scientific method
• represent and interpret information in graphic form
• demonstrate competence in the use of technologies specific to
investigative procedures and research
use models to explain how systems operate
• the ability to apply an appropriate theory, principle,
idea, or method to a new situation.
explore the scientific domains of life, physical and
earth sciences
• Life Science: Cells and Cell systems, Reproduction
• Physical Science: Optics, Fluids, Characteristics of Electricity
and Atoms, Elements, and Compounds
• Earth and Space Science: Water Systems and Space Exploration