SCHOOL CURRICULUM
English Language, including reading, writing, oral and visual communication and media, is taught in individual classrooms by the classroom teacher. Generally, a Balanced Literacy approach is used. Balanced Literacy provides many opportunities for real life reading and writing experiences in a child-centered classroom. Children read and write each day independently and in group settings (both large and small). Balanced Literacy classrooms focus on four different types of reading experiences: Reading aloud to children; Shared reading - whole class; Guided reading - small group; and Independent reading. Students also participate in shared and individual writing activities each day, and in Word Work activities.
Mathematics is also taught by each classroom teacher. We continue to believe that it is essential for students to develop excellent skills in basic number concepts and operations. The Mathematics Curriculum includes strands that focus on number sense and numeration, geometry, patterning, measurement and data management & probability. All classes will use the MATH MAKES SENSE series to support program delivery and will use hands-on manipulatives (concrete material) to enhance and ensure the understanding of various math concepts.
An extended French program of one hour a day is offered to all students from Grades 1 to 6. Forty minutes of each class are devoted to learning French language arts (listening, speaking, reading, vocabulary, etc.) and the remaining time is used for part of the social studies program area. In Kindergarten the French program is 30 minutes each day and includes games, songs, stories and many other oral activities.
Classroom teachers carry out most of the Arts studies with their own students, with lessons in drama, music, visual arts and dance. Other opportunities (theatre productions, drama specialists, visual artist's visits, musicians) are provided when available.
The Science and Technology curriculum expectations are organized in four strands, which are the major areas of knowledge and skills in the science and technology curriculum. The four strands are as follows: Understanding Life Systems; Understanding Structures and Mechanisms; Understanding Matter and Energy; and Understanding Earth and Space Systems. Many science units require a hands-on approach to learning, so teachers will rely on manipulative materials (e.g. microscopes or magnifiers), field trips (school yard, woods, meadows) and reference materials (encyclopaedia, Internet, science books) as the main sources of information. Students will be encouraged to use computers for a variety of purposes throughout the science and technology program.
Special Education programs are available at Morrisburg Public School for students who are identified as requiring support beyond the regular curriculum. These services range from short term remedial instruction for children with specific problems to longer term resource support for students with more severe or general difficulties in learning.
EVALUATION -
A wide variety of methods will be used by teachers to assess student progress. Assessments will be regular and ongoing and will take into account the process of learning, as well as the results.
Parents can expect that teachers will be in touch with them several times each year to communicate about their child's school work. These contacts may be in the form of class newsletters, signing tests or projects that have been completed, notes about your child's work or behaviour, or telephone calls to keep you informed.
Report Cards, which make up part of the permanent school record, are sent home once each term. A few days after the written report is sent, parents will have the opportunity to conference with the teacher.
In Grades 3 and 6, a provincial assessment in reading, writing and mathematics skills is administered towards the end of the school year (May/June). Individual results are available to parents in the fall of the next school year. School results are publicly available in the school report. This assessment is not used to determine student placement, but is a snapshot of how well each student is doing in the required curriculum skills and also assists the school in making constructive changes in curriculum and instruction to enhance learning and teaching.
Individual testing is also performed by school board personnel when a need is indicated. Parents will be involved in any decision regarding an individual assessment, and will always be made aware of the results and recommendations.
HOMEWORK
This topic is one of great concern to all parents. Some helpful guidelines include:
Many children require extra practice or assistance in order that they master basic skills in reading and math. It is the responsibility of parents to establish a place and time at home where homework can be completed.
It is recommended that 10 minutes per day per class be set aside for home study, i.e. a student in grade 3 would have about 30 minutes a day of homework. Some children may require extra drill on such topics as the alphabet, numbers, simple adding or subtracting, multiplication tables etc. Many teachers also have a home reading log as part of the homework program.
Homework is sometimes assigned to allow students to complete work that could have been done in school or in some cases on special projects. If you feel that your child is being burdened, please contact the teacher.
Homework should not confuse or frustrate the student. If you see a 'panic' situation develop where no learning is taking place please contact the teacher.