Educational Structure
Educational Priorities:
Our school is a combination of schools: an elementary school, a junior high, and a senior high school. The students at the different levels have greatly differing needs, not just from a strictly educational perspective, but from cultural, social and personal perspectives as well. As the numbers are so small, even the presence or absence of a couple of students can change the needs of the group immensely.
At the elementary level, a solid basic education is of great importance. As much as possible, all students will be given the core curriculum and have this enriched with different locally developed courses such as Northern Tutchone.
At the elementary level, a solid basic education is of great importance. As much as possible, all students will be given the core curriculum and have this enriched with different locally developed courses such as Northern Tutchone.
As well as offering a range of courses, we need to provide counselling that will encourage students to make proper choices of courses, and help in selecting career paths. In keeping with the directions of the B.C. Graduation Program students and their parents will be encouraged to take an active responsibility for the long-term direction of the students' education. There is no point in a student choosing Chemistry 12 over Accounting 11 if the student is likely to do poorly in the science course, and would have been able to experience success in the business course. There is also much to be said for the student recognizing his/her qualities, characteristics, and goals and ensuring that they match. For example, a student who is not interested in sports should not consider becoming a P.E. teacher.
Our school is a combination of schools: an elementary school, a junior high, and a senior high school. The students at the different levels have greatly differing needs, not just from a strictly educational perspective, but from cultural, social and personal perspectives as well. As the numbers are so small, even the presence or absence of a couple of students can change the needs of the group immensely.
At the elementary level, a solid basic education is of great importance. As much as possible, all students will be given the core curriculum and have this enriched with different locally developed courses such as Northern Tutchone.
At the elementary level, a solid basic education is of great importance. As much as possible, all students will be given the core curriculum and have this enriched with different locally developed courses such as Northern Tutchone.
As well as offering a range of courses, we need to provide counselling that will encourage students to make proper choices of courses, and help in selecting career paths. In keeping with the directions of the B.C. Graduation Program students and their parents will be encouraged to take an active responsibility for the long-term direction of the students' education. There is no point in a student choosing Chemistry 12 over Accounting 11 if the student is likely to do poorly in the science course, and would have been able to experience success in the business course. There is also much to be said for the student recognizing his/her qualities, characteristics, and goals and ensuring that they match. For example, a student who is not interested in sports should not consider becoming a P.E. teacher.
Class Composition:
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Class
K4-K5 Grade 1/2 Grade 3/4/5 Grade 6/7/8 Grade 9/10/11/12 Independent Learning Centre |
Homeroom teacher
Ms. Laura Peers Ms. Rosemary Popadynec / Mrs. Danica Wrench Ms. Pat Spence / Ms. Amy Gripton Mr. Matt Atwan Ms. Alethea Wallace Ms. Lauren Wallingham |
Elementary: There is really very little choice in the courses that a student will study in the early grades. . The guidelines that the school operates under specify that a student must take at least one second language (either French or Northern Tutchone), while all elementary students are strongly encouraged to take advantage of all second language instruction available to them.
Secondary: In the secondary grades students can take either French or Northern Tutchone. After Grade 9, second language instruction is available, but optional. Students in Gr. 10 and above who choose not to take second language instruction will have another option: this year it is Information Technology
Following is the breakdown of instructional times for all grades up to Grade 9. With the adoption of the K - 12 Educational Plan there has been a re-working of traditional subjects, so that times are given for a subject area, rather than for a discreet course. The Primary years are from Grades 1 - 3, Early Intermediate is Grades 4 - 6 or 7, and Late Intermediate is up to Grade 9. Grade 10-12 is the Graduation Program with the program based on a course-pass system. Students get credit only for those subjects passed, and can only move on to a Gr. 11 course if s/he has successfully completed the Gr.10 prerequisite. That adds considerably to the staffing challenges we face every year when trying to establish timetables for staff and students.
Following is the breakdown of instructional times for all grades up to Grade 9. With the adoption of the K - 12 Educational Plan there has been a re-working of traditional subjects, so that times are given for a subject area, rather than for a discreet course. The Primary years are from Grades 1 - 3, Early Intermediate is Grades 4 - 6 or 7, and Late Intermediate is up to Grade 9. Grade 10 is now included in the Graduation Program in all aspects, so Gr. 10 is treated as a course-pass, graduation-type year. Thus a student gets credit only for those subjects passed, and can only move on to a Gr. 11 course if s/he has successfully completed the Gr.10 prerequisite. That adds considerably to the staffing challenges we face every year when trying to establish timetables for staff and students.
Secondary: In the secondary grades students can take either French or Northern Tutchone. After Grade 9, second language instruction is available, but optional. Students in Gr. 10 and above who choose not to take second language instruction will have another option: this year it is Information Technology
Following is the breakdown of instructional times for all grades up to Grade 9. With the adoption of the K - 12 Educational Plan there has been a re-working of traditional subjects, so that times are given for a subject area, rather than for a discreet course. The Primary years are from Grades 1 - 3, Early Intermediate is Grades 4 - 6 or 7, and Late Intermediate is up to Grade 9. Grade 10-12 is the Graduation Program with the program based on a course-pass system. Students get credit only for those subjects passed, and can only move on to a Gr. 11 course if s/he has successfully completed the Gr.10 prerequisite. That adds considerably to the staffing challenges we face every year when trying to establish timetables for staff and students.
Following is the breakdown of instructional times for all grades up to Grade 9. With the adoption of the K - 12 Educational Plan there has been a re-working of traditional subjects, so that times are given for a subject area, rather than for a discreet course. The Primary years are from Grades 1 - 3, Early Intermediate is Grades 4 - 6 or 7, and Late Intermediate is up to Grade 9. Grade 10 is now included in the Graduation Program in all aspects, so Gr. 10 is treated as a course-pass, graduation-type year. Thus a student gets credit only for those subjects passed, and can only move on to a Gr. 11 course if s/he has successfully completed the Gr.10 prerequisite. That adds considerably to the staffing challenges we face every year when trying to establish timetables for staff and students.
INSTRUCTIONAL TIME ALLOTMENTS
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SUBJECT AREA
Language and Citizenship (includes 2nd language) Math, Science and Information Technology Physical Education Applied Skills Fine Arts Personal Planning Career and Personal Planning Unassigned Time |
PRIMARY
45% 30% 10% integrated 10% 5% integrated 0% |
INTERMEDIATE
35% 30% 10% 5 - 6% 10% 5% 5 - 6% 10% |
Increasingly, as a student progresses through the grades, s/he has more freedom in the choice of classes and of programming. The following chart (a copy of the course selection sheet students use to choose their courses) lays out very clearly the choices available to the students at the different levels. Some courses have prerequisites, and students cannot choose a course unless they have the necessary background, eg. students cannot take French 10 unless they have taken French 9, so that there is less choice than might appear at first glance.
Students are given counseling as to the effects that their choice of courses will have on the long-term educational and career options open to them. They must realize that decisions made as early as Grade 8 will have impacts felt throughout their lives.
Students are given counseling as to the effects that their choice of courses will have on the long-term educational and career options open to them. They must realize that decisions made as early as Grade 8 will have impacts felt throughout their lives.
Courses to be taught in combined grades:
Due to the split-grade nature of the elementary classes there is a great deal of rotation, overlap or integration that occurs between the three grade levels in each class. These will most likely include Social Studies, Science, French, Northern Tutchone, Personal Planning, Music/Art and P.E. The P.E., Northern Tutchone, French,I.T., Native Studies, Shop and Art classes for the higher grades may include students from Grades 7 - 12, while other courses include students from one or two grades.
Students are given counseling as to the effects that their choice of courses will have on the long-term educational and career options open to them. They must realize that decisions made as early as Grade 8 will have impacts felt throughout their lives.
Students are given counseling as to the effects that their choice of courses will have on the long-term educational and career options open to them. They must realize that decisions made as early as Grade 8 will have impacts felt throughout their lives.
Courses to be taught in combined grades:
Due to the split-grade nature of the elementary classes there is a great deal of rotation, overlap or integration that occurs between the three grade levels in each class. These will most likely include Social Studies, Science, French, Northern Tutchone, Personal Planning, Music/Art and P.E. The P.E., Northern Tutchone, French,I.T., Native Studies, Shop and Art classes for the higher grades may include students from Grades 7 - 12, while other courses include students from one or two grades.