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CV 12.3.

1 - Students identify and define authentic problems and significant


questions for investigation. (Debate/Discussion)

4 Students identify and define authentic problems within a meeting room and
excel in providing significant questions through appropriate motions being
made before the assembly. The student is debating the motion to benefit the
meeting room.
● Student brings in facts from prior meeting or prior knowledge
● Student makes valid statements that will be accepted into the meeting
room.
● Student remains under control and never has to be reminded to calm
down or stay on task.

3 Students identify and define problems within the meeting room with minor
struggles. Students are able to answer questions during the discussion if a
point they bring up is questions.
● Students will bring in facts but they might not always be appropriate to the
subject.
● Student makes valid statements most of the time but may have to be asked
to get back on task once or twice.
2 With assistance students are able to identify and define problems within the
meeting room. Student struggles to answer questions with little to no evidence in
their opinion provided.

● Students will just state their opinion they will not bring in facts or prior
knowledge.
● Student struggles to make valid statements they just speak to speak and try
to get point.
1 Students require extensive support or provide little or no evidence in meeting the
standard. They are unable to answer questions and show little to no effort to
identify and define authentic problems within the meeting room.
● Student puts no effort in trying to make a motion or trying to put effort into
discussion.

CV 12.3.3 - Students employ valid and reliable research strategies and apply
prior knowledge to solve a problem or complete a project. (Making Motions)
4 Students independently and consistently use the appropriate technology, tools
and resources to accurately make a motion that will be based on prior knowledge
in order to successfully complete a business task.
● Student makes appropriate motions at appropriate times.
● Student uses their prior knowledge to make sure the motion fits with the
business at hand.
● Students have done their research on their topic and it shows through the
motion they are making.
3 Students independently use the appropriate technology, tools and resources to
accurately make a motion with some lapse in accuracy.
● Student may have said I make a motion to rather than I move to.
● Student lapses in using their prior knowledge before making a motion.
● Student has done their research but struggles to show this through the
motion they make.
2 Students sometimes use the appropriate technology, tools and resources to
manage and complete the motion pertaining to the business.
● Student does not appropriately state “I move to” to start off their motions.
● Students motions are off task and have nothing to do with the business at
hand.
● Student struggles to show research if they have completed any.
1 Students require extensive support or provide little or no evidence in meeting the
standard.
● Student requires teachers support continuously throughout the making of a
motion.
● Student is unable to make an appropriate motion.
● Student has no knowledge of the business at hand when attempting to make
a motion.

CV 12.5.3 - Students safely and ethically use current industry-standard tools


and emerging technologies. (Chairmanship)

4 Students consistently and safely use technology to complete tasks and projects
that meet or exceed standards based on Parliamentary Procedure.
● Student follows the Robert’s Rules of Order accurately throughout their
time as chairman.
● Student shows understanding of Robert’s Rules of Order.
● Student uses the gavel at the appropriate time with the appropriate number
of taps each time.
● Student shows confidence in running the meeting.
3 Students successfully and safely use technology to complete assigned tasks and
projects without assistance in their time as chairman.
● Student follows Robert’s Rules of Order accurately most of the time as
chairman.
● Student usually uses the gavel at the appropriate time with the appropriate
number of taps each time.
● Student shows confidence most of the time while running the meeting.
2 Students use technology to complete assigned tasks and projects with
assistance. They must also be reminded to demonstrate the safe use of
technology used within Parliamentary Procedure as a chairman.
● Student struggles to follow Robert’s Rules of Order Accurately and needs
teachers help and support.
● Student rarely uses gavel at the appropriate time and does not use the
appropriate number of taps.
● Student struggles to show confidence.
1 Students require extensive support or provide little or no evidence in being able
to run a meeting as a chairman.
● Student shows no comprehension of when to use the gavel or does not use
the gavel.
● Student does not reply to their motion appropriately
● Student needs to have teacher support throughout the entire time as
chairman.
● Student does not show confidence in running a meeting.