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Junior School

Program of StudieS 2016 - 2017

JUNIOR SCHOOL PROGRAM OF STUDIES 2016 - 2017CONTENTS

SJR VISION, MISSION & VALUES ..............................................................................3SJR Vision Statement ........................................................................................................................................3SJR Mission Statement ......................................................................................................................................3SJR Values .........................................................................................................................................................3

TEACHING METHODOLOGY USED IN JUNIOR SCHOOL .............................................. 4

CHARACTER EDUCATION ............................................................................................5

COURSE DESCRIPTIONS ............................................................................................... 6English Language Arts (ELA) ...........................................................................................................................6French ................................................................................................................................................................7Library Program ..............................................................................................................................................10Mathematics ....................................................................................................................................................11Music ...............................................................................................................................................................12Physical and Health Education ........................................................................................................................12Science ............................................................................................................................................................13Social Studies ..................................................................................................................................................14Technology Integration and Media Literacy, including the Grade 5 1-to-1 Computing Program ....................17Visual Arts Integration Program - Kindergarten to Grade 5 ............................................................................18

STUDENTS’ AGENDA BOOKS, REPORT CARDS AND PARENT CONFERENCES ........... 19Parent Conference Schedule ............................................................................................................................19

STUDENT LEARNING SUPPORT, COUNSELLING AND ENRICHMENT PROGRAMS ..... 20Enrichment Program ........................................................................................................................................20 Learning Support Program .............................................................................................................................20Guidance and Counselling Program ................................................................................................................20Bully Buster Program ......................................................................................................................................21Peace Keeper Program (Grade 4) ....................................................................................................................21Student Philanthropy .......................................................................................................................................21School-Wide Philanthropy Projects .................................................................................................................21Classroom-Based Philanthropy Projects ..........................................................................................................22

STUDENTS’ CO-CURRICULAR PROGRAM ...................................................................23Special Interest Clubs ......................................................................................................................................23Student Leadership Program (Mainly Grade 5 Students) ...............................................................................24

JUNIOR SCHOOL DAILY TIMETABLE ....................................................................... 26

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SJR VISION, MISSION & VALUESSt. John’s-Ravenscourt School is an independent co-educational Kindergarten to Grade 12 day and boarding school that prepares students for university and the challenges of the world beyond.

SJR VISION STATEMENTStrive to excel. Serve with humility. Lead with integrity.Strive ~ Serve ~ Lead

SJR MISSION STATEMENTTo provide a respectful learning community for our students that inspires academic excellence, creative expression, active healthy living and social responsibility in order to develop compassionate and confident individuals.

SJR VALUES

Pursuit of Excellence

Students strive to fulfill their potential in academics and through our extensive co-curricular program; the faculty develop and all staff support teaching and learning programs that are scholarly and challenging; all members of the community hold themselves to high ethical standards.

Breadth of Experience

Students are engaged in a wealth of opportunities in academics, arts, athletics and service; the needs of the whole child, intellectual, social and emotional, are addressed; respect for diversity is fostered throughout our community.

Commitment to Stewardship

We take responsibility for careful management of our resources, of the environment, of the rights and needs of others, locally, nationally and globally; we are dedicated to doing our best to improve ourselves, our School and our communities.

Influences of the Past and Possibilities of the Future

We appreciate the traditions of the School and the contributions of the alumni and all those who have shaped its history; we seek to develop in our students the attributes of global citizens; our graduates embrace a world of change and innovation.


TEACHING METHODOLOGY USED IN JUNIOR SCHOOL The Reggio Emilia Approach (mainly Kindergarten to Grade 2) and the Guided Inquiry Approach to Learning (Grades 3 to 5)

Over the past several years, teachers in Junior School have been inspired by the Reggio Emilia Approach to early childhood education. This approach derives its name from its place of origin, Reggio Emilia, a city located in Northern Italy. Shortly after World War II, a young teacher and the founder of this unique system, Loris Malaguzzi, joined forces with the parents of this region to provide quality childcare for young children. This system has developed over the last 60 years into a unique educational program that has caught the attention of early childhood educators worldwide.

The Reggio Emilia Approach inspires teachers to design experiences that lead children to wonder, discover and learn. Validating children’s work and supporting the child to go deeper into his/her thinking and perception of the world are the most important parts of the process.

For many years, Junior School teachers have been implementing the inquiry strategy which involves the use of more in-depth projects or studies so that students can “show what they know” through media, drawing, sculpture, dramatic play and writing. The Reggio Emilia Approach is a natural extension of this methodology.The underlying beliefs of the Reggio Emilia Approach incorporate:

▪ A respectful image of children as competent and capable. ▪ The role of the teacher as co-researcher and co-constructor in the learning process. ▪ The child’s role in constructing knowledge through exploration and relationships. ▪ The importance of the school environment as an educational force and a source of well-being,

including the involvement of the family as an extension of the classroom. ▪ The use of a wide range of media and materials to foster self-expression, learning and communication

(the “hundred languages”).

The core values in this approach are: ▪ The child is an active participant in learning and is a capable and resourceful learner. ▪ The indoor and outdoor environments are utilized as the “third educator” along with the student and

the teacher. ▪ The teacher, parent, and child work together as collaborators in the process of learning. ▪ Making learning visible and documenting students’ learning as it occurs helps to provide key insights

into the children’s thought processes.

We continue to progress in our journey to incorporate many of the fundamental practices and beliefs of this approach. We believe it serves children in the early years exceptionally well and promotes deeper learning and longer retention of knowledge and skills in our students, many of whom are advanced beyond their years.

Teachers in Grades 3 to 5 adapt the Reggio Emilia approach to fit the learning needs of their students using more of a guided inquiry approach, while still incorporating the basic philosophy and beliefs.


CHARACTER EDUCATION

Part of our mission at SJR is for students to develop social responsibility in order to become compassionate and confident individuals. In order to do this, students need to develop character qualities such as a strong work ethic, self-discipline, and perseverance to help them achieve their best in school and succeed in life.

Junior School teachers and staff believe that promoting positive character development in students is of critical importance. A multi-faceted integrated and dedicated approach is used to teach and promote character education with our students. This involves discussing, reviewing and celebrating character traits like helpfulness, kindness, generosity, leadership, courtesy, etc. Specific character words are taught and discussed each month with the students and are demonstrated through various class assembly skits and presentations. Incorporating various House activities within cross grade teams (i.e. Young, Richardson, Waudby and Hamber) provides numerous opportunities of a fun nature for students to practice and demonstrate their growth in character skills over the course of the year.

In addition, homeroom teachers use other ways to discuss and reinforce good character development:

a. teachers develop classroom contracts with student input to outline their beliefs about good citizenship and behaviour

b. teachers are involved in various homeroom projects that promote character (eg. book studies, inquiry unit on positive classrooms, “Have you filled your bucket today?” projects, class mantras, student leadership opportunities, etc.)

c. teachers read books and discuss real examples of people who are role models and demonstrate empathy, courtesy, respect, honesty and personal responsibility

d. students in Grades 1 - 5 are taught to be role models for the younger students, in the classroom, on the school bus and outside on the playground.

e. specific school rules exist; while few in number, these are broad and all-encompassing such as always considering school safety in one’s actions. Transgressions of school rules are followed up on, with appropriate reinforcement and pro-active discussions, in which families are generally included. The staff in the Junior School uses restitution strategies1 to create the conditions for a child to fix a mistake, and return to the group strengthened.

1 The Restitution Social Development Foundation, http://www.realrestitution.com


COURSE DESCRIPTIONS

ENGLISH LANGUAGE ARTS (ELA)The English Language Arts Program at our School follows the Manitoba Education provincial curriculum and requires teachers to meet or exceed the student learning outcomes as specified in this document. Many topics and units of study go well beyond the expected outcomes required by Manitoba Education.

Philosophy

Language Arts instruction at St. John’s-Ravenscourt’s Junior School assists students to become adept, confident, fluent and creative communicators, who appreciate the power, usefulness and beauty of language. It is fundamentally important for students to become confident users of language and versatile thinkers, both in school and out.

Language Arts instruction fosters:

▪ language development of the individual student ▪ higher order thinking ▪ social growth ▪ integration of the life-long communication skills of listening, speaking, writing, reading, viewing and

representing

Belief Statements

▪ Students learn language by using language; that is, they learn to listen, speak, read, write, view and represent from listening, speaking, reading, writing, viewing and representing. By organizing our Language Arts program based on real experiences, teachers foster language development and help students to understand that all aspects deal with the same system—acquiring and using language.

▪ As students progress through school, their instruction increasingly enables them to acquire as many language conventions as possible. This acquisition cannot be left to time and chance. Given the interrelationships among the language arts, there is a need for fully integrated instruction characterized by coherence and continuity.

▪ Students must read daily for uninterrupted periods of time in order to build the foundations for life-long literacy.

▪ Students must develop strategies to question, establish their own ideas, construct value and attach meaning to text.

▪ Students must be given the opportunity to write daily and the responsibility for choice of topic, form, audience, and purpose (based on writing as a process paradigm). “Every child writes every day” is our practice in Junior School. This looks different at each grade level as “writing” looks different across the grades.

▪ Students must understand patterns of literature throughout the world, both classical and contemporary, and appreciate the cultural diversity and commonality.

▪ Students must be shown the need for, and the benefits of, developing abilities in oral, visual, and aural communication, and be offered opportunities through all disciplines for this development.

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From Kindergarten - Grade 5 students will be exposed to topics in:

▪ listening, speaking, viewing ▪ writing ▪ reading and response ▪ research ▪ representing ▪ write brief answers to questions about the class text(s) with support

FRENCHThe Kindergarten to Grade 5 Basic French program in Junior School is taught by specialist teachers and aims to:

▪ expose students to the French language and culture ▪ enable students to develop communication skills and fluency in speaking, reading and writing ▪ provide a stimulus for students who love intellectual challenges ▪ introduce vocabulary for everyday basic social interaction, travelling, working purposes, cultural

pursuits and furthering studies in the language

Technology is integrated in the French curriculum on a regular basis as students:

▪ become familiar with basic computer skills and applications suited for French language use ▪ strengthen comprehension of the language and expand vocabulary

At the primary level, repetition through movement, gestures, learning games, individual and choral speaking, reading, songs and raps dominate the program. These activities develop students’ rhythm, pronunciation and intonation, as well as fluency with the language.

Kindergarten

By the end of the year, Kindergarten students will have been introduced to selected vocabulary and practiced its use to a solid degree of proficiency. They will have worked on practicing their listening skills and improving their attention span with a focus on interactive participation. They will have been introduced to specific verbal skills and will have started to speak the language, often in song or choral speaking format, but also individually with teacher support. Students will have a base with which to work in the coming years: French alphabet, numbers 1-30, basic colours, greetings, days of the week, seasons and everyday classroom materials vocabulary. Basic French vocabulary for body parts, clothing, animals, holidays, Franco-Manitoban culture (Le Festival du Voyageur) and our national anthem is also taught and practiced. The AIM (Accelerated Integrated Method) story-based approach is introduced: students work toward a French-only classroom environment, experiment with oral complete-thought expressions, and gesture as well as speak along with the teacher on a daily basis.

Grade 1

By the end of the year, the Grade 1 students will have built upon and expanded their Kindergarten vocabulary and skills. They will have demonstrated added confidence in comprehension and ease in speaking the language. The AIM (Accelerated Integrated Method) story-based approach becomes the core of the program at this stage: students function in a French-only environment, begin speaking in full sentences on a regular basis and gesture and speak with peers and the teacher throughout the daily class time. They recite, read, interpret, discuss and begin writing about the class texts.


The Grade 1 program gives students the opportunity to:

▪ develop strong listening skills and practise articulation ▪ learn to pronounce, recognize and use selected vocabulary ▪ comprehend, learn and apply practical vocabulary spontaneously in appropriate situations for

communication purposes (basic classroom instructions and interaction) ▪ recite various rhymes and raps ▪ sing songs connected to the class text(s) and other appropriate vocabulary ▪ begin to use the interrogative ▪ learn numbers 1-50, months of the year, types of weather, expanding vocabulary beginnings of

Kindergarten (body parts, clothing, animals, le Festival, etc…) ▪ read French words by sight and begin to decode words and expressions in the class text(s) as a class,

in small groups and individually

Grade 2

By the end of the year, Grade 2 students will have an emerging and functional knowledge of the French language and will have started to use and read selected vocabulary in increasingly authentic situations. They will have demonstrated added comprehension and fluency in speaking the language. The AIM (Accelerated Integrated Method) story-based approach is at the core of the program: students function in a French-only environment with increasing independence, speak in full sentences on a regular basis, and gesture and speak with peers and the teacher. They recite, read, interpret, discuss and write about the class texts in greater depth.

The Grade 2 program gives the opportunity for students to:

▪ learn communicative phrases and apply the vocabulary accurately ▪ recognize and identify numbers 1-80, basic French math, the day’s complete date… ▪ ask and answer simple questions in authentic situations ▪ create original simple phrases orally and in written form ▪ role-play and dramatize basic conversations ▪ sing songs and recite poems and raps involving expanded and more complicated vocabulary ▪ comprehend and follow classroom management instructions independently ▪ begin to learn the Canadian provinces in French ▪ read, discuss and write about class text(s) with support only as needed ▪ read other beginner texts in class and at home ▪ interact authentically in French both inside and outside of the classroom with growing confidence

Grade 3

By the end of the year, Grade 3 students will be able to read and understand two plays that contain high-frequency vocabulary. In addition to being able to ask and answer questions orally, students will be able to read and answer different types of questions in writing. The AIM (Accelerated Integrated Method) continues in Grade 3. Students function in a French-only environment, speak in full sentences on a regular basis and gesture and speak with peers and the teacher throughout the class time. They recite, read, interpret, discuss and write about the class texts.

The Grade 3 program gives the opportunity for students to:

▪ use complete sentences when answering questions, adding prepositions and adjectives to sentences ▪ ask simple and complex questions ▪ communicate and show appropriate replies for impromptu conversations


▪ read stories and plays ▪ read and follow simple directions ▪ become familiar with some basic grammar (i.e. gender) ▪ communicate to express needs, feelings and preferences

Grade 4

By the end of the year, Grade 4 students will be able to read and understand two more complex plays that cover different facets of French language and culture. In addition to being able to ask and answer more complex questions orally, students will be able to read and answer different types of questions in writing. The AIM (Accelerated Integrated Method) continues in Grade 4: students function in a French-only environment, speak in full sentences on a regular basis and gesture and speak with peers and the teacher throughout the daily class time. Students are able to answer more complex questions about texts they have read, and they begin more independent and creative writing.

The Grade 4 program gives the opportunity for students to learn:

▪ about the presence of francophones and the French culture in Canada and Europe ▪ how to express what one is feeling ▪ additional vocabulary dealing with the weather ▪ how to apply high-frequency verbs in the singular forms in both the affirmative and negative ▪ how to use some descriptive adjectives in the singular, plural, masculine and feminine forms ▪ how to use prepositions to describe the location of person or object ▪ how to use some “-er” verbs in the present tense (singular and plural) ▪ vocabulary pertaining to the calendar ▪ names and correct application of French punctuation

Grade 5

By the end of the year, the Grade 5 students will have built upon and expanded their Grade 4 vocabulary. They will be able to comprehend more elaborate sentences, and their fluency will be more developed. Students will be able to incorporate some good grammar into their written work. By the end of the year, Grade 5 students will be able to read and understand two increasingly complex plays. Students will be able to read and answer different types of questions, as well as write original texts. The AIM (Accelerated Integrated Method) continues in Grade 5: students function in a French-only environment and speak exclusively in full sentences with their teacher and classmates. Students are able to apply the grammar rules learned inductively and expressly to edit texts. Students will use their own devices to produce digital communications in French.

The Grade 5 program gives the opportunity for students to learn:

▪ how to ask a question using est-ce que/qu’ ▪ some general information about francophone culture in Canada, Europe and Africa ▪ how to use additional“-er” verbs in the singular and plural (present tense only) in both the affirmative

and negative ▪ how to ask and give the date of one’s birthday ▪ the application of the verb avoir in the affirmative and the negative (present tense only) ▪ how to use pourquoi and parce que/qu’ ▪ when and how to use contractions ▪ when and how to use infinitive verbs ▪ structures for producing original writing


LIBRARY PROGRAMThe Library Program aims to foster literacy and critical thinking skills, to support the curriculum and to provide services and access to resources in the classroom, the library and beyond the school walls. It is the goal of the library staff to provide guidance in accessing, locating and using information in a productive manner.

The Rosenberg Library, in Junior School, provides a source of material for students for recreational reading and research needs. Library visits provide time for introduction to literature or instruction in information literacy skills as well as exchange of books.

The teacher librarian teaches specific grade level programs and is available to help students with their selection of materials. The teacher librarian also works with classroom teachers to introduce specific research skills in coordination with the classroom teachers’ plans and to enhance various themes or projects for their classes. A spirit of inquiry and positive attitudes for life-long learning are fostered.

Kindergarten - Grade 2

The main focus in the early years is for students to learn the language and conventions of literature and the library. Through story time, with directed questions and activities, students are exposed to authors and illustrators, and learn about the structure of story, the role of illustrations, the parts of a book, and the arrangement of our collection. In Grade 2, the students begin to learn skills for research. Introduction to the use of our online catalogue to access the library collection is part of the Grade 2 formal instruction.

Grades 3 - 5

The main focus in the library for Grades 3 – 5 is instruction that supports the acquisition and development of information literacy skills. Formative skills acquired by students in the early years are reinforced and further developed. Students are instructed in the use of the Dewey Decimal system, OPAC (Online Public Access Catalogue), and the application of these tools in our collection. The goal is to encourage students to develop a set of transferable, life-long skills for use in any library setting. Students are directed, through a series of exercises, to practice the use of library-related materials – the OPAC, reference tools and online databases. In lessons coordinated between the teacher-librarian and the classroom teacher, students are introduced to research and information processing skills relevant to classroom assignments. By Grade 5, students are capable of building a bibliography and they demonstrate the knowledge of copyright and ethical use of information. Through the library program, students are encouraged in their growth as readers. The library is an active participant in the MYRCA (Manitoba Young Readers’ Choice Award) program every year.

Assessment and Evaluation

Student acquisition of skills and concepts is assessed informally, through observation and through in class questioning, demonstrations and short quizzes. The quizzes are not intended as formal tools for marks, but for the teacher librarian and the students to see which concepts need to be reinforced and reviewed. One key attribute all students are encouraged to develop is personal responsibility. Parents help their children by ensuring they have a safe place for library books and helping them remember their due dates.A dedicated group of parent volunteers help support the library by assisting with circulation, upkeep and maintenance of materials, and with preparing new materials for our collection.


MATHEMATICSThe Manitoba Education Mathematics curriculum is being implemented in all grades in Junior School. There is a focus on problem solving, mental math skills and understanding of foundational concepts. Currently, the JUMP Math program is being utilized as a key resource in Grades 1-5 and is being supplemented with other resources as needed.

Mathematics GoalsThe main goals of Mathematics education are to prepare students to:

▪ use Mathematics confidently to solve problems ▪ communicate and reason mathematically ▪ appreciate and value Mathematics ▪ make connections between Mathematics and its applications ▪ commit themselves to life-long learning ▪ become mathematically literate adults

Students who have met these goals will: ▪ gain understanding and appreciation of the contributions of Mathematics as a science, philosophy, and art ▪ exhibit a positive attitude toward Mathematics ▪ engage and persevere in Mathematical tasks and projects ▪ contribute to mathematical discussions ▪ take risks in performing mathematical tasks ▪ exhibit curiosity

Mathematical ProcessesThere are critical components that students must encounter in a Mathematics program in order to achieve the goals of mathematics education and encourage life-long learning in Mathematics.

Students are expected to: ▪ communicate in order to learn and express their understanding ▪ connect mathematical ideas to other concepts in Mathematics, to everyday experiences, and to other

disciplines ▪ demonstrate fluency with mental Mathematics and estimation ▪ develop and apply new mathematical knowledge through problem solving ▪ develop Mathematical reasoning ▪ select and use technologies as tools for learning and solving problems ▪ develop visualization skills to assist in processing information, making connections, and solving

problems ▪ the curriculum is divided into four strands that build upon each other from Kindergarten to Grade 5.

The strands include: ▪ Number Sense ▪ Patterning and Relations ▪ Shape and Space ▪ Statistics and Probability (Grades 1-5)

The teachers of Mathematics have been involved in discussions with colleagues about the balance between the quick recall of facts and the deeper understanding of number sense. At SJR, we feel both are integral to the success of our students in our Math program.


MUSICThe main goal of the music program in Junior School is to support and inspire the growth of every child as a music maker. The new Manitoba Curriculum Framework of Outcomes identifies four essential learning areas for all music students. These are:

▪ music language and performance skills ▪ creative expression in music, making music ▪ understanding music in context ▪ valuing musical experience

All Kindergarten to Grade 5 students attain general and specific learning outcomes through a wide variety of music-making experiences. Following the Orff method and philosophy of Music Education, “hands on” experiences in imitation, exploration and improvisation will lead to visualization. By integrating speech, song, movement, and playing the instruments, children learn about and create music in a fun and meaningful way. While developing their music language and performance skills, students encounter a diverse repertoire throughout the year. In addition to regular Music classes, all Grades 1 to 5 students participate in grade Choirs. Self-reflection and public performance are encouraged at all levels.

PHYSICAL AND HEALTH EDUCATIONPhysical and Health education classes are an important part of the curriculum in the Junior School. The program is mandated by Manitoba Education, with the new Physical and Health education curriculum first implemented in September 2003. The content of the Physical Education Program is integrated with that of the Health program and is organized within five inter-related general learning outcomes: movement, fitness management, safety, personal and social management, and healthy lifestyle practices. These learning outcomes follow a sequential and multi-year approach throughout Kindergarten to Grade 5.

The Program is designed to provide students with planned and balanced programming to develop the knowledge, skills and attitudes for physically active and healthy lifestyles (Manitoba Curriculum Framework of Outcomes). It is delivered in a way that recognizes that children love to play and be active. Learning and teaching strategies, therefore, promote active participation for all. The emphasis is on the acquisition and application of basic movement skills and tactical strategies through exposure, practice and application of a variety of skills used in physical activities, games, sports and fitness activities.

Daily Physical Education classes are a priority for Junior School. Students are scheduled for Physical Education classes each day beginning in Kindergarten, with the Grades 4 and 5 students having daily equivalent times (i.e. a double period every other day).

Learning Outcomes

Movement:

▪ The student will demonstrate competency in selected movement skills, and knowledge of movement development and physical activities with respect to different types of learning experiences, environment, and cultures. This includes the 14 Basic Movement Skills (running, jumping, hopping, skipping, galloping, rolling, bouncing, underhand throwing, overhand throwing, catching, striking and kicking), agility, balance and co-ordination and tactical strategies (on the ball/off the ball offence and defence, plus creating and using open spaces.


Fitness Management:

▪ The student will demonstrate the components of fitness practices which include warm ups, endurance, flexibility, strength and body awareness.

Safety:

▪ The student will demonstrate safe and responsible behaviours to manage risks. ▪ Includes acquisition/application of rules and regulation for a variety of physical activities (alternative

pursuits), safety of self and others, community/environmental safety awareness.

Personal and Social Management:

▪ The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others. Includes goal setting/planning skills, decision making/problem solving, interpersonal skills, conflict resolution skills and stress management.

Healthy Lifestyle Practices:

▪ The student will demonstrate the ability to make informed decisions for healthy living. ▪ Includes prevention and management of health issues/problems, personal health practices, active

living, nutrition, substance use and abuse prevention, and human sexuality.

SCIENCESpecific learning outcomes from the Manitoba Education Science curriculum form only part of the process for developing a scientifically literate student in Junior School. Science learning experiences include the essential aspects of Science and related applications. These include an emphasis on proper experimental design and process, the scientific method, laboratory safety skills, respect and caring for a variety of living organisms, a link to past scientific discoveries and scientists, an appreciation of our impact on the Earth, and some of the limitations of science and technology. An inquiry approach to the teaching of Science is used.

Based on the Manitoba Education Science curricula, our Program is built upon five foundations for literacy: ▪ Nature of Science and Technology ▪ Science, Technology, Society, and Environment (STSE) ▪ Scientific and Technological Skills and Attitudes ▪ Essential Science Knowledge ▪ Unifying Concepts

Curricular Units of Study

Kindergarten

▪ Trees ▪ Colours ▪ Paper

Grade 1

▪ Characteristics and Needs of Living Things ▪ The Senses ▪ Characteristics of Objects and Materials ▪ Daily and Seasonal Changes


Grade 2

▪ Growth and Changes in Animals ▪ Properties of Solids, Liquids and Gases ▪ Position and Motion ▪ Air and Water in the Environment

Grade 3

▪ Growth and Changes in Plants ▪ Materials and Structures ▪ Forces That Attract or Repel ▪ Soils in the Environment

Grade 4

▪ Habitats and Communities ▪ Light ▪ Sound ▪ Rocks, Minerals and Erosion

Grade 5

▪ Maintaining a Healthy Body ▪ Properties of and Changes in Substances ▪ Force and Simple Machines ▪ Weather

SOCIAL STUDIESSocial Studies is the study of people in relation to each other and to the world in which they live. It comprises the disciplines of history and geography, draws upon the social sciences, and integrates relevant content from the humanities. Social Studies content examines the past and present, looks toward the future and helps students acquire the skills, knowledge, and values necessary to become active democratic citizens and contributing members of their various communities.

Social Studies has at its foundation the concepts of citizenship and identity in the Canadian and global contexts. Intended to reflect the many voices and stories that comprise the Canadian experience past and present, our program is inclusive of Aboriginal, Francophone, and diverse cultural perspectives. Through Social Studies programs, students are encouraged to participate actively as citizens and members of communities and to make informed and ethical choices when faced with the challenges of living in a pluralistic democratic society.

Citizenship as a Core Concept in Social Studies:

The core concept of citizenship provides a focus for Social Studies learning across all grades. This section addresses various aspects of citizenship:

▪ Role of Citizenship in Social Studies ▪ Rationale for Citizenship Education ▪ Active Democratic Citizenship in Canada


▪ Canadian Citizenship for the Future ▪ Citizenship in the Global Context ▪ Environmental Citizenship

Social Studies Skills:

The goals and learning outcomes for each grade are grouped in four skill categories: ▪ Active Democratic Citizenship ▪ Managing Ideas and Information ▪ Critical and Creative Thinking ▪ Communication

Curricular Units of Study:

Kindergarten – Concepts of Self

Kindergarten students explore who they are in relation to others in their world. They become aware of how people live, play, and work together in order to meet their basic needs. Students are encouraged to express interest in the experiences of others and discover their connections to the people around them. As they explore their social and natural environments, they become aware that they live in a country called Canada, and begin to see themselves as part of a larger world.

The study is divided into the following sections:

▪ Me ▪ The People Around Me ▪ The World Around Me

Grade 1 – Human Needs and Human Interdependence

Grade 1 students explore connections and relationships that exist in groups and communities. They become aware of their responsibilities and rights and discover how they can contribute to the well-being of the groups and communities to which they belong. Students enhance their awareness of Canada as a country and consider the connections that bring people together. As they learn about human diversity, students begin to appreciate the importance of connecting and belonging.

▪ I Belong ▪ My Environment ▪ Connecting with Others

Grade 2 – Communities in Canada

Grade 2 students explore life in Canada, beginning with a study of their own community and moving outward to other communities. They become aware of their Canadian heritage as they discover stories of their local community’s past and present. They explore ways in which people interact with the natural environment and come to understand the nature of communities. Students enhance their awareness of cultural and geographic diversity of Canada. Through this exploration, students discover the diversity and commonalities that link Canadian communities. This program has been divided into three sections:

▪ Our Local Community ▪ Communities in Canada ▪ Our Canadian Community


Grade 3 – Communities of the World

Grade 3 students explore ways of life in selected communities of the world, past and present. They are introduced to world geography and enrich their appreciation of global diversity as they explore communities and cultures. Students explore life in contemporary communities as well as an ancient society. The units of study are:

▪ Connecting with Canadians ▪ Exploring the World ▪ Communities of the World ▪ Exploring an Ancient Society

Grade 4 – Manitoba, Canada and the North: Places & Stories

Grade 4 students explore life in Canada, Manitoba, and Canada’s North. They enhance their knowledge of Canada’s physical and human geography and develop an awareness of Canadian citizenship and governance. Students explore the places, stories, and cultures of Manitoba and discover the diversity and shared experiences of Manitobans, past and present. They also develop an awareness of life in Canada’s North through a study of the physical and human geography of one of the northern territories. Through this exploration, students develop a sense of belonging and enrich their understanding of citizenship in Manitoba and Canada.

The units of study are:

▪ Geography of Canada ▪ Living in Canada ▪ Living in Manitoba ▪ History of Manitoba ▪ Living in the North

Grade 5 – People and Stories of Canada to 1867

Grade 5 students focus on the stories of the people of early Canada and how they came to share this land. They explore ways of life of First Peoples before and after European contact and consider how Aboriginal cultures have influenced this country. Students examine early European exploration, and consider the experiences of French and British settlers and of diverse cultural groups as they developed roots in this country. They become aware of the development of Canada as a nation, from a vast land rich in natural resources inhabited by Aboriginal peoples, to a colony of France and then of Britain, and, finally, as a confederation of provinces and territories. They study the fur trade and the rise of the Metis Nation, and examine cultural interaction and interdependence in early Canada. As students reflect upon the stories of significant people and events that shaped early Canada, they learn how the history and geography of this land influenced Canadians.

The units of study are:

▪ First Peoples ▪ Early European Colonization ▪ Fur Trade ▪ From British Colony to Confederation


TECHNOLOGY INTEGRATION AND MEDIA LITERACY, INCLUDING THE GRADE 5 1-TO-1 COMPUTING PROGRAM SJR’s Junior School facilitates the integration of Information and Communication Technology (ICT) throughout the Junior School curriculum. In Junior School, we begin the process of preparing students to meet the ICT opportunities presented throughout their time at SJR.

It is our goal to provide a technology-enriched learning environment that facilitates the development of critical and creative thinking skills, social responsibility, and life-long learning.

Beginning in Kindergarten and continuing through Grade 2, students have the opportunity to work with new technologies in the classroom, such as Bee-bots, cameras, iPads, and SMART Board applications. These technologies are integrated into classroom curricula-related learning activities and projects on a daily basis. This classroom - specific ICT exposure is supplemented by visits to the Junior School computer lab, where students utilize computers to extend classroom curricula using a blend of different computer software and web resources.

In Grade 3, students have access to a small pod of tablets, allowing for timely access to technology when it is most needed – the “teachable moment”. This “just-in-time” access to ICT resources is complimented by scheduled time in the computer lab, where they engage in learning activities that allow them to progress with their independence, social responsibility, and critical and creative thinking skills.

In Grade 4, students begin participating in SJR’s 1-to-1 computing program using a school-owned device. While students continue to have scheduled time in the computer lab, they do not have to wait for their lab time to pursue lines of research or continue work not completed in the lab. During their Grade 4 year students are introduced to SJR Learners, our Google Apps for Education suite of online tools. Students will use these tools extensively as they continue their academic career at SJR.

In Grade 5, students are actively involved in our Bring Your Own Device (BYOD) 1-to-1 computing program. This means each student has his or her own laptop to use each day at school. Students typically use their laptops throughout the day, and similar to the non-academic world; how and when the students use their laptops depends on the needs of the lessons and the specific learning goals. Laptop use is determined by students’ progress with an activity or assignment, so they might open their laptops and get right to work on an assigned task or access information provided by their teachers through their SJR Learners account.

Teachers in Junior School recognize the developmental and social impact of various technologies on students in their everyday lives, and the resulting implications for the use of emerging technologies in their formal education.

Most recently, two 3D printers have been added to the ICT tools available to Grade 5 students.

Technology Program Belief Statements ▪ Technology must be infused throughout education as it is in other major social institutions. ▪ To be used effectively in teaching, learning, and demonstrating learning, technology must be readily

accessible to all learners and adequately supported by technical staff. ▪ The use of technology supports and encourages different learning styles amongst learners of all ages. ▪ Acquisition of skills in new technologies by both teachers and students must be structured and

continually assessed.

Junior School follows the guidelines and principles of Manitoba Education, Citizenship and Youth’s developmental continuum Literacy with ICT across the Curriculum.


VISUAL ARTS INTEGRATION PROGRAM - KINDERGARTEN TO GRADE 5The Visual Arts program has been designed to support student learning as the children progress through the grades. The use of common language, tools and assessment practices builds their understanding of art and develops each student’s creativity. In Junior School, the Visual Arts teacher works collaboratively with classroom teachers to plan authentic art making activities that complement their units of study. Emphasis is placed on promoting individual self expression and engaging students in each aspect of the creative process which includes idea development, media application, problem solving and critiques. The final product is a reflection of the deeper personal learning which students experience while working on an integrated project. Be sure to look for their work on display throughout the Junior School!

Curriculum Content

The visual arts curriculum is divided into four Essential Learning Areas, as outlined in the Manitoba Curriculum Framework of Outcomes for Arts Education.

Art Language and Tools:

▪ Students demonstrate understating of and facility with visual art elements, principles, and media.

Creative Expression in Art:

▪ Students individually and collaboratively generate, develop and communicate ideas in creating visual art for a variety of purposes and audiences.

Understanding Art in Context:

▪ Students connect the visual arts to contexts of time, place, and community, and develop understanding of how art reflects and influences culture and identity.

Valuing Artistic Experience:

▪ Students analyze, reflect on, and construct meaning in response to their own and others’ visual art.


STUDENTS’ AGENDA BOOKS, REPORT CARDS AND PARENT CONFERENCES All Grade 1 - 5 students are required to maintain a student agenda book, provided to each one by the School, in which students made a daily record of homework and assignments. Space is given for teachers and parents to make comments. Parents are asked to review their child’s agenda book each evening and sign or initial them to indicate they are aware of the assigned homework or events for the upcoming day/week. The communication of student progress is a vital component of our program. There are no students’ agenda books at the Kindergarten level.

Information on reporting periods, tests, and scheduled conferences are outlined below. Parents wishing to meet with teachers outside these times are encouraged to contact the teacher for an appointment. Email (or a phone call) is generally preferred.

PARENT CONFERENCE SCHEDULE

Opening Day Conferences:

▪ Opening Day Conferences with parents are held the first two days of school. No classes are held at this time. Parents and students meet with classroom teachers by scheduled appointment times and with specialist teachers (e.g. Music, French, Physical Education, etc.) on a drop-in basis.

Term 1:

▪ All grades have parent-teacher interviews scheduled in Term 1.

Term 2:

▪ All grades have student-led conferences scheduled in Term 2.

Term 3:

▪ There are no parent conferences formally scheduled in June. Parents are encouraged to be in regular communication with their child’s teachers and may schedule meetings or conversations throughout the school year.


STUDENT LEARNING SUPPORT, COUNSELLING AND ENRICHMENT PROGRAMS

ENRICHMENT PROGRAMEach classroom teacher provides numerous enrichment activities and lessons on a regular basis which go beyond the regular curriculum, in content, process or product. A pull-out Enrichment program is also offered during the school day. Students are selected by their classroom teacher each term to participate in this Program, which is scheduled at various times throughout the term during the day. This Program generally begins in Grade 1 and involves a small number of students at each grade level, who work together, collaboratively on various projects and themes each term with the Technology Integration teacher. These activities are generally an extension of the regular classroom curriculum and vary, depending upon the topic or project being studied. Often, technology skills are integrated into these projects so that students can learn and utilize a variety of formats such as multi-media presentations, for example, to demonstrate their learning.

LEARNING SUPPORT PROGRAM The goal of the Learning Support Program is to facilitate a wide array of learning opportunities for specific students as requested by their classroom teachers, dependent upon various learning needs. This support may be required in the areas of reading, mathematics, comprehension and organizational support. Formal and informal academic assessments are often completed by the Learning Support teachers, to identify students’ strengths and needs. Referrals can also be made to clinicians who work at SJR from the Pembina Trails School Division via a shared services agreement, for further diagnoses and support in the areas of speech and language, psychology and social work (family support). Occupational therapy is also available to students on site, depending on the specific needs for that child. In addition, the Learning Support teachers assist other Junior School teachers in making the necessary adaptations and / or accommodations to the content, process or end product to better meet students’ learning needs as is required.

The broad goal for all learning support provided is for each student to achieve success in his/her studies, based on the individual needs and learning styles.

There are 2 learning support teachers in Junior School, one who provides help to Kindergarten to Grades 2 students and one for Grades 3 to 5 students.

GUIDANCE AND COUNSELLING PROGRAMThe goal of the Guidance program is to provide support to teachers, students, parents and School administration. The guidance counselor has several roles:

▪ to provide resources for teachers, administration, students and parents ▪ to provide individual counseling to students ▪ to act as a liaison with Child and Family Services or other outside agencies, school social workers,

psychologists, and Learning Support teachers ▪ to host small group discussions for students on a variety of issues. These may include divorce, time

management, organizational and study skills, anger management, anxiety management, behavioral


interventions, depression, separation/divorce, family conflict, social skills, friendship groups, grief counseling, self-esteem or sleep disorders.

▪ to provide education within the classrooms on some of the following topics: anti-bullying, social skills building, anger management, dealing with feelings, impulse control, Peacekeeper training (outdoor playground student supervisors in Grade 4), and Family Life Education (Grade 5 only).

Ultimately, the Guidance Program enhances the quality of students’ lives by providing appropriate support to teachers, parents and students in a wide variety of areas. Currently, the Kids in the Know Program, a program which addresses issues relating to personal safety, is being taught to Grades 1 to 3 students during Health classes. As well, many anti-bullying programs and initiatives are incorporated by classroom teachers and the guidance counselor, on a regular basis.

BULLY BUSTER PROGRAMBullying is no longer about the strong picking on the weak in the school yard. Online (cyber) bullying, instant messaging and websites are places that students use to bully other students. Most bullying occurs when adults are not present and students should feel comfortable reporting bullying. Students need to feel empowered not to bystander and learn to stand up to bullies.

At SJR there are several components to the Bully Buster Program.

▪ There are lessons in Junior School classes about anti- bullying, and character education. ▪ The “Kids in the Know “program is taught in Health classes to all students and all grade levels. ▪ The Community Relations Police Officer speaks to students about anti bullying (Grades 2-4) and

issues relating to cyber-bullying (Grade 5). ▪ Bisons for Bullying Program from the University of Manitoba is presented to Junior School students. ▪ Peace Keeper Program is implemented each year. Peace Keepers are Grade 4 students who are trained

each fall and help resolve student conflicts in positive ways in addition to monitoring the playground for student difficulties.

▪ Respect Week is implemented every year in all three schools, and the Grade 5 student leadership team play a key role in planning activities in assemblies such as catching kids caring for each other, putting on skits, etc.

▪ Specific anti - bullying strategies taught as part of the Health Curriculum. ▪ Students who are in need of specific social skills utilize a friendship group to help them develop skills

for making and keeping friends. ▪ Every year a bullying survey is conducted with students in Grades 3-5 followed up with a

brainstorming session with teachers to target interventions and ideas about the “hot spots” in the school.

▪ Character Education is a key component in the school. Students learn a character education word each month, and demonstrate the meaning of the word in assemblies, through talks, songs, skits, and developing bulletin boards.

PEACE KEEPER PROGRAM (GRADE 4)The Peace Keeper Program is a program for Grade 4 students to be trained as Peace Keepers (i.e. conflict managers) so that they can assist with monitoring the playground at recess times and help younger students resolve problems and be safe. The student training consists of identifying the steps in decision making, practicing “I messages,” developing active listening skills and developing conflict mediation techniques. The Peace Keepers develop and demonstrate empathy, leadership skills and improved self-confidence over the


course of the year while performing their duties. The other students on the playground seek out the help of the Peace Keepers, and feel safer knowing that they can go to them when they are having a problem.

STUDENT PHILANTHROPYPhilanthropy is an integral part of SJR’s Social Responsibility mission pillar. Community service opportunities are often incorporated into this Program at all grade levels. Our programs teach students various ways to get involved in helping others and also why it is important to do so. The many projects in which students have been involved have led to meaningful and memorable experiences that are authentic for the children.

SCHOOL-WIDE PHILANTHROPY PROJECTSStudents initiate and participate in various community service projects over the course of the academic year. At each grade level, students offer support to various organizations or charities by making small personal or family donations of time, money and / or items including food, books and/or toys. Projects are planned and implemented in developmentally appropriate ways, specifically geared for each grade level. Examples of school wide projects would be the Terry Fox Run (for Cancer research), Kendra’s Walk, Christmas Cheer Board Feed-a-Family Program, Koats for Kids and other projects.

CLASSROOM-BASED PHILANTHROPY PROJECTSThe majority of philanthropy projects are classroom-based and student-driven as much as possible in the elementary grades. Projects or charities are selected by each class with curricular connections being made as much as possible. The aim is for students to find ways to give back to the community, generally in non-monetary (or limited monetary) ways. Giving time and support in other ways are encouraged. For example, selected projects incorporate a variety of learning opportunities that may involve discussions, letter writing, assembly presentations, poster design, fundraising, field trips, interviews etc. Some of the projects that Junior School students have supported in past years include:

▪ Siloam Mission ▪ Canadian Museum for Human Rights ▪ Habitat for Humanity ▪ The Children’s Hospital Foundation ▪ The Heart and Stroke Foundation ▪ The Ladybug Foundation ▪ Winnipeg Harvest ▪ Winnipeg Humane Society ▪ St. Boniface Hospital Book Market program ▪ visiting and connecting with local assisted living residences

These are only a few of the many organizations that the students in Junior School have selected and supported. As noted above, organizations or charities selected vary from year to year, depending on students’ interests and needs.


STUDENTS’ CO-CURRICULAR PROGRAM(Includes athletic teams, athletic clubs and special interest clubs)

We believe that pursuing an activity with other students who share a similar interest provides a sense of belonging and accomplishment. We encourage all students to participate in the co-curricular program in some manner.

This participatory and volunteer program offers a wealth of activities to stimulate our Junior School students’ academic, artistic, athletic, cultural, and social interests. The Co-Curricular Program offers a wide variety of developmentally appropriate activities that promote skill development in cooperative and competitive settings. Athletic clubs, teams, and special interest clubs (i.e. non-athletic) are extensive and of great value to our students in expanding their knowledge and skills outside of the classroom. Our co-curricular activities are offered both within and outside the school day (i.e. noon hours and after school). Teachers “host” these sessions in various locations throughout the year. The list of clubs and teams offered is subject to change from year to year.

In addition, SJR has long fostered a proud tradition of athletics, encouraging self-confidence and tenacity that co-operative team play can develop.

Hockey is a long standing tradition at SJR and there are many hockey clubs and teams playing during the year, currently beginning at the Grade 2 level. Students are encouraged to try out for School teams, and our coaches make every effort to select players prior to registration deadlines at local community clubs. As city and community club by-laws stipulate minimum and maximum team rosters, SJR can neither carry extra players nor register teams with too few players. We recommend that parents and students explore community club options in the event that a student does not make a team or if the minimum number of players is not achieved.

SPECIAL INTEREST CLUBSWhile most co-curricular clubs and activities take place within the School, some clubs take part in tours and competitions both regionally and nationally. Our longstanding record of achievement in these events places SJR among the top independent schools in North America. For example, students in Grades 3 to 5 prepare for annual national Mathematics competitions and our Junior School choirs and dance ensembles have performed with the Winnipeg Symphony Orchestra and at other key local events in past years.In past years, Junior School clubs and activities have included: Art Club Book Club(National) Spelling Bee Club Choirs, Recorder & Ensemble GroupsDance Clubs Multi-Sport ClubsMathematics Contest Clubs (Grades 3, 4 and 5) Musical Theatre GroupOutdoor Adventure Technology ClubsUltimate (Frisbee) club/teams YogaCross Country Ski Club Homework ClubFreeze Frame Animation Intramural Programs (sports and games)


There are approximately 30 clubs, events and teams in which students can choose to participate each year at various grade levels.

Families are provided with details and registration information at the beginning of each school year with on line registration occurring at the beginning of each term.

STUDENT LEADERSHIP PROGRAM (MAINLY GRADE 5 STUDENTS) It is expected that all SJR students will strive to serve and lead and be excellent role models for other students.

The Student Leadership Program is designed specifically for Grade 5 students to represent their peers and school in a variety of different ways. They serve as role models for all Junior School students in all aspects of school life (recess, bus, hallways, classroom, co-curricular activities) and are committed to helping all students feel a part of the school community. Student leaders need to be able to balance their academic, co-curricular and leadership responsibilities.

The team consists of 14 members which include:

▪ Head Boy and Head Girl ▪ 4 House Captains ▪ 4 Sports Captains ▪ 4 Spirit Captains

Each position has specific responsibilities as well as some common ones. All Leaders are expected to maintain a solid academic standing and keep up with class work and homework. They are expected to hold to the highest standard the Code of Behavior of the school and to support and assist their fellow students from all grades. The leaders are also expected to make an effort to get to know all the students of Junior School and to maintain a positive attitude towards themselves, other and the school. Attendance at meetings for planning and evaluation purposes is required.

HEAD BOY AND HEAD GIRL

▪ Sit at the front during assembly, lead students and faculty in the assembly agenda ▪ Thank guests on behalf of the school ▪ Sit at the Head Table in the Dining Hall. Make announcements after lunch and say Grace ▪ Wear Student Leadership pins daily and at special events ▪ Meet on a regular basis with the Student Leader supervisors (Mrs. Shust, Mrs. McLeod and Mr.

Davis) ▪ Help to decide on theme for Spirit Week, in consultation with the Student Leader supervisors ▪ Represent the school on occasion (Open Houses, tour guides, greeters, etc.) ▪ Help to organize events/activities (ex. Inter-house, Voyageur Day, Spirit Week) ▪ Give an end of year speech at Closing Ceremonies ▪ Complete other duties as assigned

HOUSE CAPTAINS

▪ Are in charge of monthly House meetings - with all teachers and students belonging to their house ▪ Meet on a regular basis with the Staff House Leaders ▪ Assume a leadership role in organizing House activities, (Spirit Week, special events) ▪ Assist the Spirit Captain with building and maintaining house spirit


▪ Assist with the Inter-house program as necessary ▪ Are role models in the Dining Hall for their House members and help supervise House tables ▪ Sit at the Head table at lunch one day per week ▪ Wear Student Leadership pins daily and at special events ▪ Meet on a regular basis with the Staff supervisors (Mrs. Shust, Mrs. McLeod and Mr. Davis) ▪ Announce student birthdays in assembly ▪ Represent the school on occasion (Open Houses, tour guides, greeters, etc.)

SPORTS CAPTAINS

▪ Help to organize their House at Inter-house activities and special events (line up, positions, subs etc). Meet with the Inter-house staff supervisor regarding Inter-house programs

▪ Are officials at Inter-house: record results and address any student problems that arise ▪ Help build/maintain house spirit ▪ Wear Student Leadership pins daily and at special events ▪ Meet on a regular basis with the Staff supervisors (Mrs. Shust and Mr. Davis) ▪ Meet on a regular basis with the Staff House Leaders ▪ Assist the House Captain when needed ▪ Sit at the head table at lunch one day per week ▪ Are role models in the Dining Hall for their House members and help supervise House tables ▪ Represent the school on occasion (Open Houses, tour guides, greeters, etc.)

SPIRIT CAPTAINS

▪ Are the student House Leaders who focus on building and maintaining house spirit ▪ Assist with the Inter-house program as necessary ▪ Assist with House meetings as necessary ▪ Wear Student Leadership pins daily and at special events ▪ Meet on a regular basis with the Staff supervisors (Mrs. Shust and Mr. Davis) ▪ Meet on a regular basis with the Staff House Leaders ▪ Sit at the Head table at lunch one day per week ▪ Are role models in the Dining Hall for their House members and help supervise House tables ▪ Represent the school on occasion (Open Houses, tour guides, greeters, etc.)

STAFF HOUSE LEADERS

▪ One faculty member for each House oversees the House and all aspects of the House. ▪ Works with the House Captain and provides oversight, leadership, and guidance.

Other leadership opportunities and responsibilities given to students include:

▪ School Patrol Captains and school patrols (Grade 5) ▪ Library Pages (Grade 5) ▪ School tour guides (Grade 5) ▪ Assembly Set-Up Crew (Grade 5) ▪ Kindergarten bus buddies and outdoor clothing dressers and helpers (Grade 3) ▪ Fish Feeders daily (Grade 4) ▪ Kindergarten Snack Helpers (Grade 4) ▪ Playground Peacekeepers (or Conflict Managers) (Grade 4) ▪ Reading Buddies (Grades Kindergarten to 5)

Junior School Program of Studies | 2016 - 2017 26 of 26

JUNIOR SCHOOL DAILY TIMETABLE (Subject to change)

Buses Arrive 8:25 a.m.Students enter the classroom and prepare for the school day 8:30 a.m. - 8:50 a.m. 20 mins.

*the national anthem O Canada is played throughout the school at 8:45 a.m.

Period 1 8.50 a.m. - 9:25 a.m. 35 mins.

Period 2 9:25 a.m. - 10:00 a.m. 35 mins.

Recess 10:00 a.m. - 10:20 a.m. 20 mins.

Period 3 10:20 a.m. - 10:55 a.m. 35 mins.

Period 4 10:55 a.m. - 11:30 a.m. 35 mins.

JS Lunch 11:30 a.m. - 12:30 p.m. 60 mins.

JS Assembly: Tuesdays & ThursdaysAssemblies may run longer than alloted time, as needed

12:30 p.m. - 12:50 p.m. 20 mins.

Homeroom/ELA: Mondays, Wednesdays, Fridays 12:30 p.m. - 12:50 p.m. 20 mins.

Period 5 12:50 p.m. - 1:25 p.m. 35 mins.

Period 6 1:25 p.m. - 2:00 p.m. 35 mins.

Recess 2:00 p.m. - 2:20 p.m. 20 mins.

Period 7 2:20 p.m. - 2:55 p.m. 35 mins.

Period 8 2:55 p.m. - 3:30 p.m. 35 mins.

Home Room 3:30 p.m. - 3:45 p.m. 15 mins.

Dismissal 3:45 p.m.

Buses Depart 3:55 p.m.

program of studies 2016 - 2017 - eaglenet.sjr.mb.ca · junior school program of studies 2016 - 2017...

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