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Frequently Asked Questions


   Learning Expectations


What specific expectations pertain to all Grades 9 to 12 programs involving work experience?

Answer current as of May 15, 2020

All programs involving work experience are suspended. Teachers will continue to focus learning on theory outcomes so students can achieve their credits.

Decisions around students continuing to work for the employer are solely the responsibility of parents/caregivers. In these circumstances, it will be important for students to understand their right to refuse work if they identify hazards in the course of their duties.

More information can be found in the Technology Education and Career Development Education Support Document

What specific expectations pertain to the High School Apprenticeship Program (HSAP)?

Answer current as of May 15, 2020

HSAP has been suspended indefinitely for this school year. As indicated by Apprenticeship Manitoba, hours accumulated to date should be signed off by employers and held until the program is reinstated. If parents/caregivers support the student’s continued employment through HSAP during suspension, there may be opportunity for students to apply for retroactive hours towards accreditation. It is expected that school divisions will provide students with the opportunity to continue learning about their trade, career, or occupation area in the absence of work experience placements or practicums to achieve their credit.

Credits required by Grade 12 students for graduation will be granted to ensure that students are able to graduate on time. Students can request further information on these options through their HSAP coordinator/counsellor.

More information can be found in the Technology Education and Career Development Education Support Document

What specific expectations pertain to Grades 9 to 12 Career Development courses and credits including a community career experience?

Answer current as of May 15, 2020

All career and community experience placements at worksites, internships, paid employment, and volunteerism for credit have been suspended for this academic year.

If students were enrolled in and working on a career development life/work course, Career Development Internship (CDI), Credit for Employment (CFE), or Community Service Student-Initiated Project (CSSIP) prior to the suspension of classes, they are expected to continue their learning. These students may work towards the completion of the course credit through relevant and meaningful learning activities, lessons, and innovative learning strategies that do not include accruing community career-experience placements at worksites or paid employment.

Teachers will focus on continuity of learning and developing student career-readiness competencies. Grade 12 students who are eligible to graduate will have an opportunity to complete career development credits successfully to ensure they graduate on time. Career coordinators, career development educators, and teachers supervising CDI, CFE, and/or CSSIP are able to access lesson plans, teaching ideas, and resources through the Manitoba Professional Learning Environment (MAPLE) COVID-19 Online and Unplugged Career Development Wiki.

Decisions around students continuing paid employment for an employer or volunteering are solely the responsibility of parents/caregivers. In these circumstances, it will be important for students to understand their right to refuse work if they identify hazards in the course of their duties.

More information can be found in the Technology Education and Career Development Education Support Document

If, at the time of the suspension of in-school learning, a student had completed the theoretical training for an apprenticeship program but had not completed the practical requirements for their apprenticeship certification, does this student receive their Apprenticeship Certification (AC number)?

Answer current as of May 15, 2020

High school credits are separate from external certification programs such as those through Apprenticeship Manitoba. High school credits can be issued without the certification requirements being met and students can graduate with a Senior Years Technology Education Program diploma yet still require gap training to attain certification. Transcripts should not include Apprenticeship Certification (AC) numbers until gap training has been completed.

More information can be found in the Technology Education and Career Development Education Support Document.

Will schools reopen before the end of the school year?

Answer current as of May 7, 2020

Manitoba Education appreciates all of the work being done by school divisions, teachers, parents, and caregivers to ensure that students have the opportunity to continue learning during this difficult time. Ensuring the safety of our children is our priority. At this time, we are not expecting to reopen schools before the end of this school year; however, we will continue to follow the advice of the Chief Provincial Public Health Officer.

Will students receive learning opportunities during the suspension of in-class instruction?

Answer current as of April 28, 2020

Yes. Families, schools and school divisions, educational partners, and Manitoba Education are working together to ensure student achievement and success, and they are planning for individual student needs and circumstances. Resources are being redirected to ensure that students actively engage in learning during the suspension of in-class instruction.

What are the expectations for students and teachers of all grades while classroom learning is suspended?

Answer current as of April 28, 2020

Students are expected to continue remote learning and complete assigned work. Students will have the opportunity to learn through hands-on activities, print materials, and online platforms.

Teachers will facilitate remote learning to support students with online platforms, printed materials, and outreach for students who are at risk. They will continue to set goals for students and assess progress. They will use their professional judgment to determine the format of these assessments.

Beyond delivering daily instructional materials and preparing for assessment, it is expected that teachers will have regular, personal communication with students, parents and caregivers in support of student achievement. This connection will occur by phone, online platforms, email, and/or mail, so that students who may have limited access to technology do not find this to be a barrier to communication.

What are the specific expectations of Kindergarten to Grade 8 students and teachers?

Answer current as of April 28, 2020

Students in Kindergarten to Grade 8 will proceed to the next grade in September with the understanding that they will engage in recovery learning as needed.

It is recommended that teachers plan a minimum average of five hours per week of curriculum-based learning for students in Kindergarten to Grade 4 and 10 hours per week for students in Grades 5 to 8. Teacher-directed learning will focus on literacy and numeracy, with opportunities for science and social studies, physical education and health education, and the arts through cross-curricular planning.

What are the specific expectations of Grades 9 to 12 students and teachers?

Answer current as of April 28, 2020

Students in Grades 9 to 12 will receive, at minimum, the grades they achieved at the time of suspension of classes, with the expectation that they engage in remote learning. This will provide them the opportunity to continue their learning and improve their marks. Students who do not engage in remote learning may be required to undertake recovery learning next school year.

It is recommended that teachers plan for a minimum of three hours of curriculum-based learning per course, per week, for Grades 9 to 12 semestered courses. Teachers will prioritize learning outcomes and expectations, and plan specific curriculum-related tasks for students. Where feasible, teachers of multiple subjects may work together to develop cross-curricular learning experiences.

Teacher-directed learning could consist of existing strategies, print-based learning, online learning, or a blend of methods. Teachers can access web-based courses or print-based distance learning courses to support student learning.