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Academic Programs
Adrienne Clarkson is a triple track school offering Regular English (JK-6), Early French Immersion (SK-6) and Middle French Immersion (4-6). All classes receive instruction in French: JK to 6 Regular English students receive 20 minutes per day of Core French in JK/SK and 40 minutes per day of Core French in grades 1 to 6. The amount of French instruction in the Early French Immersion Program is as follows: 50% French in SK, 100% in Grade 1, 80% French in Grades 2 and 3, and 60% French in Grades 4 to 6. In the Middle French Immersion Program students spend 60% of the day learning in French.
Classroom Organization
Adrienne Clarkson’s 25 classes are organized in both straight and combined grade configurations. Currently, there are three full day kindergarten classes serving both Regular English and Early French Immersion students. In Grades 1-6, there are nine Regular English, eighteen Early French Immersion and seven Middle French Immersion classes. Twelve of the classrooms are designed for co-teaching; hence teachers often collaborate on the delivery of instruction in these spaces. All classes have ‘buddies’ for occasional pairing to work on projects together or share reading time.
Special Education and ESL Programs
Students with special needs (including gifted) are generally supported in their class by the regular teacher and depending on needs, by special education personal and/or an Educational Assistant. English Language Learners are monitored and supported by two part time teachers, typically during the regular classroom lessons. Students requiring additional support are referred by their classroom teacher to a School Based Team. The team meets weekly and is comprised of our LST (Learning Support Teacher), Principal and/or Vice Principal, classroom teachers, LRT (Learning Resource Teacher), and ESL (English as a Second Language teacher) as appropriate. Together, a course of action is determined with the goal of supporting the needs of the student. This may include further observation or assessment, accommodations and/or modifications within a regular classroom setting, and/or referrals to outside specialists such as speech/language pathologist, occupational therapist, psychologist and/or social worker. Our Special Education team is always available to assist classroom teachers in planning for the needs of all their students.
Assistive technology and computer software is increasingly being used in the classroom to support student learning. A body break/relaxation room (My Space) provides for students identified with such needs.
Clubs and Activities
Staff members and parent volunteers offer numerous sports and clubs to enhance opportunities for our students to be active, develop leadership skills and explore interests. Activities are posted weekly and take place primarily during the nutritional breaks.
House league and interscholastic sports include: cross country running, soccer, bordenball, alpine ski and snowboard club, volleyball, basketball, and track and field.
- Primary and Junior Choirs
- Student Council, Peacekeepers, PAL (Playground Activity Leaders)
- Eco-School Club (recipient of Bronze accreditation)
- Forest of Reading Club
- Scrabble Club
- Scrapbooking Club
- Primary Storytelling and Junior Public Speaking in French and English
- Visual Arts Club and annual ‘Artrageous Fair’
Safe Schools Initiatives
Our expectations and interventions are guided by the belief that everyone has a right to be and feel safe at school. With this right comes the responsibility for everyone to be accountable for their actions and to contribute to a positive school climate. A plaque bearing the Code for Living and Learning is located in all classrooms.
A: Always Respect Yourself, Others and the Environment
C: Care, Share and Cooperate
E: Everyone is Responsible
S: Safety in Everything We Do
Other Safe School Initiatives include:
- A safe arrival program
- Signage and a sign in protocol for visitors
- Safety and emergency procedures
- Tragic events response team
- Entry and exit routines
- Fenced yards for kindergarten play
- Two way communication devices for the yard
- Swipe card entry for all yard doors
- First Aid trained staff
A safe environment is established and maintained through embedding the OCDSB character traits in our learning activities. These are reinforced in regular assemblies and during bully prevention week. The code of behaviour, found in the student agenda and on our website, outlines the progressive discipline approach used to promote appropriate behavior.
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