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Dear Families, June brings us to the close of another successful school year and I am so fortunate to be present for all the celebrations. I hear the annual Fun Fair on June 1 is an exciting time for the school community to come together, chat and have fun. This will be followed by the Volunteer Reception on June 2 which will acknowledge the great support this school receives from our Brock Corydon families. I look forward to getting to know the Grade 5 and 6 students during their outdoor experience at the Winkler Outdoor Education Camp June 9 and 10 and to be present at the Grade 6 Farewell Celebrations June 28. Staff is also telling me that I will be in for a real treat listening and watching the students perform at this year’s Talent Shows.
One of the advantages of coming to a new school in the Spring as opposed to the Fall, is that not only do I have several months to learn about the school and the community, but I also have an opportunity to shape the school plan for the coming school year. I have had many conversations with parents/guardians, teachers and students, all of which have been productive in helping me understand the special qualities of this school, its strengths and areas that continue to require further development. The School Planning Process, that took place on May 24, involved all the teachers and myself in:
I invite you to attend the last Parent Advisory Council meeting for this school year which will take place on Monday, May 30. At that time a new PAC Executive will be elected and I will share information about our 2005-2006 School Plan. Those present will also have an opportunity to provide input into the school plan. I am sure you are curious about what the School Structure will look like for the 2005-2006 School Year. The teachers and I have chosen to create, where possible, small class sizes. We are also continuing the practice of putting two grades into one classroom. The decision to have two grades in one classroom is in part due to low enrolment numbers in some grades and the desire to keep class sizes small in others. At the same time, we also believe that there are advantages to multi-grade classrooms as does the Provincial document titled ‘Supporting Multilevel Learning Communities’: “Successful multi-grade classrooms are based on a student-centered, subject-integrated approach to instruction and learning. Programming in these classrooms recognizes that each student is at a different stage of learning along a continuum. In reality, all classrooms are diverse. There are no homogeneous classrooms. Even in a single grade classroom, teachers need to differentiate their instruction to meet the wide range of abilities, learning approaches, developmental stages, aptitudes, interests, experiences, cultural backgrounds and personalities that each individual brings.” In addition, the range of social interactions that takes place in a multi-grade classroom more closely reflects those in the family and in the community.
This is a complex and important topic that certainly requires more time than I have here in this newsletter. I look forward to having more conversations about the philosophical underpinnings of multi-age groupings and how these play out in our own classrooms. The school structure for next year can be found on the following page.
English Track:
Hebrew Bilingual Track: The Hebrew bilingual track will continue to provide a morning Kindergarten class, a grade 1 classroom and a combined 1/2 classroom. Because of our enrolment numbers, we are creating two multi-grade 2/3 classrooms, and one classroom each for the grade 4, grade 5 and grade 6. The teachers are looking forward to this structure with the possibilities of collaborating with each other during the course of the school year.
The Hebrew teachers, Resource teachers and I are also spending a great deal of time giving careful thought to the placement of students in classrooms for next year. As is common practice, classrooms are arranged according to the following criteria:
Classroom assignments will be provided in the June 30th Report Card.
Staffing: I am not expecting many changes in staff for next year except for the following:
Ira Udow, Principal
Brock Corydon School Annual Report to Community 2004-2005 School Year Brock Corydon has 300 Nursery-Grade 6 students in a school that offers both an English and a Hebrew Bilingual track. Brock Corydon serves the immediate catchment neighborhood for the English program and accommodates Winnipeg School Division students as well as non-residents for the Bilingual program. As well, we continue to welcome families immigrating to Canada from Argentina and Israel.
This past year, Brock Corydon has been officially designated as a National UNESCO school following three years in the Associated Schools Project Network (ASPnet). The UNESCO themes of world issues, human rights, environmental concerns and intercultural learning have been integral to our teachings and are reflected in the students’ actions to raise local awareness of global issues of poverty, lack of water supply and racial intolerance. The outdoor classroom that adorns the entrance way to the school, is a testament to the cooperative spirit that thrives in this community of staff, students and their families. This is the annual report to the Brock Corydon community on our school priorities, outcomes and some of our many accomplishments for the 2004-2005 school year: Priority: To strengthen reading & writing and math so children can use these literacy skills to enrich and improve the quality of their world. Nursery and Kindergarten classes will continue to integrate literacy skills and strategies in lessons and centres: Nursery and Kindergarten students have been engaged in daily literacy activities that help them understand the connection between language and print. Nursery and Kindergarten students continued to “write” and draw from their own experiences and prior knowledge just as readers and writers make meaning when they bring their own experiences and prior knowledge to the text. Nursery and Kindergarten students have been given varied opportunities throughout the day to express themselves through discussions, art and music, writing and drama activities Evidence of students’ portfolios demonstrates that students are continuing to develop along the continuum of writing and spelling skills and strategies. Grade 1-6 classrooms will continue to integrate writer’s notebooks in the various subject areas: Students are beginning to see the value of writer’s notebooks as places to store ideas for future writing workshops. Evidence of students’ writing samples demonstrates that students are developing their writing and spelling skills and strategies. Teachers are continuing to use quality children’s literature to help students understand the relationship between good literature and good writing. Students are beginning to extend their use of writer’s notebooks similar to how scientists, mathematicians, historians, artists and musicians might use their notebooks i.e. sketching, pasting in important items, reflecting on personal thoughts or something that they have witnessed, note-taking, listing brainstormed ideas, recording scientific observations, journaling personal thoughts, explaining mathematical concepts, recording ideas raised in book talks and class presentations, etc. All classrooms will continue to provide a rich, experiential, literature-based, learner-centered environment for the success of all learners: Teachers are continuing to purchase a wide variety of quality children’s literature for their classroom libraries and for the school library that is most suitable for the individual needs of their students. Teachers have developed themes or units of study that integrate subjects and involve their students in meaningful and authentic hands-on learning experiences such as:
A committee of student representatives from each grade level met regularly to plan school-wide activities that would incorporate the UNESCO themes of World Issues, Human Rights, Environmental Concerns and Intercultural Learning such as:
School-wide “Poverty Walk” to raise money for the Lady Bug foundation and food for Winnipeg Harvest Older students attended a forum on Learning for a Sustainable Future Some classrooms focused their attention on water units with a study of the ‘Floods of Manitoba’ and “Environmental Pollution in our rivers, oceans, and streams”. Students will practice reading comprehension strategies and show evidence of improved comprehension: Teachers given a professional book - “Strategies that Work: Teaching Comprehension to Enhance Understanding”. Teachers attended in-services related to the topic of reading comprehension – Presenters were: Judy Davis and Sharon Taberski. Teachers participated in noon hour and after school discussion sessions to share ideas with each other. All students are reading a variety of texts every day. Some students are assisted in selecting the “right” book to read. “Open ended assignments” offer students choice and opportunities to explore text in a variety of ways: taking a role in a literature circle or book talk, dress up as characters from the story, create story boards, to name a few. Classroom instruction makes reading strategies explicit to students & models the strategies that good readers use. There is a school-wide practice of teachers encouraging students of all ages to respond to the text they are reading and consider the connections to other text, to their own experiences and/or to what is happening in the world around them. Student abilities and achievement are noted in a variety of ways: project development, research and presentation, at least two project presentations and language arts project for portfolio. In the gym reading skills are enhanced: at stations – instructions are posted; skipping posters – read and practice the skill; definition word wall – words used in describing physical fitness. Students requiring support in learning to read for meaning receive resource assistance through guided reading and recovery recovery sessions. Teachers’ understanding of numeracy instruction will be strengthened. Grades 1 and 2 Classroom teachers and the resource teacher received training in Numeracy instruction through the Division’s Numeracy project Grades 1 and 2 Classroom teachers and the resource teacher developed math bins that include math materials and ideas to promote student numeracy understanding Teachers participated in Math Carpet workshops and organized an evening for families to learn about them. Math carpets are being used to support student learning. Teachers have been developing math menus of activities that address the varied needs of their students. Teachers referred to the CAP results and recommended activities to address difficulties exhibited in particular areas of Math. Teachers send home Math activities, math games, problem solving exercises and math homework for children to do with their families. Music classes included The “rhythm & beat” (note value to connect to Math.
Priority: To develop further a healthy self esteem and an active healthy body Students, Staff and Parents will demonstrate a good understanding of the code of conduct, common area protocol and courteous behavior: Goals of Common Area Training have been reviewed frequently as students are supported in their effort to meet these goals, ie. students are given many reminders about how to walk down the halls, to keep it safe & to treat other classrooms respectfully. Many children are using “please/thank you” throughout the day. Classroom conversations focus on making good choices in how we treat others and ourselves. Classroom values support the school-wide focus on being courteous, respectful, positive, eating healthy snacks, keeping our classroom, school and school yard tidy and clean. Early years students participated in a “Healthy Me” unit. Music: Every song has a message which is discussed & reviewed. The non-threatening environment in the music room promotes healthy self-esteem & encourages students to sing & dance. The Seven Aboriginal teachings and UNESCO themes were highlighted in the monthly newsletters. Students organized and delivered hampers through the Christmas Cheer Board to 5 families & worked at Winnipeg Harvest.
Students will participate in more physical activities at school and will demonstrate a greater understanding of a healthy life style: Intramurals for Gr. 3-6; interschool soccer for Gr. 5/6; interschool softball and volleyball for Gr. 6; interschool speedskating for Gr. 4-6; early morning activity club for Gr. 4-6; running club for Gr. 4-6; skipping club for Gr. 4/5. All students and staff participated in morning exercises every day after announcements in January & February. Special events: Terry Fox Run, Winter Fun Day, Summer Fun Day, Fit Run, Jog in the Park, Jump Rope Off. Phys. Ed. teacher brought in a Jump Rope demo team for the whole school, then held a clinic for 3 students per class; members of the Winnipeg Gymnastics Centre were brought in for Gr. 1 & 2. Early Years classrooms applied for and received Fort Rouge Nutrition grant of $1000 to support purchase of books and to pay for supplies related to breads and cereals. Students participated in Israeli dancing.
Our school Priorities for the 2005-2006 school year are : Refine and Strengthen Reading, Writing and Mathematics Skills and Strategies Educate Students for a Sustainable Future - Integrating Curriculum with Local and Global Issues Strengthen links Among the School, Families and Communities Collaborate with Manitoba Education, Citizen and Youth to Develop the Hebrew Bilingual Curriculum The Outdoor Classroom Committee met early in May to discuss Phase 1 and 2 of the garden and our future plans for the Outdoor Classroom. Thank you to our parents, Donna Henrie, Joanne Katz, Susan Riley and Cheryl Warkentin who have volunteered their time to help keep our Outdoor Classroom alive and growing. I would also like to welcome our two new staff members to our Committee: Chitra Pradhan and Brenda Gerson.
Many of our plants have survived this winter and some students helped plant new plants. Spring cleaning and weeding in the garden is complete; but this process is never ending. We will be adding some more soil to the flower beds, increasing the level of mulch on the walkways and adding limestone fill to the limestone paths. We will be looking for summer time volunteers to help keep our garden looking its best.
Students and teachers are looking forward to using the garden for many educational activities and have volunteered to help maintain our garden’s life and beauty. On June 6th and June 7th Cathy Shaluk, Education Coordinator from the Nature Conservancy will be here to do one hour presentations to some classrooms. She will be teaching the students more about our prairie plants in our Outdoor Classroom.
Our main focus for the remainder of this year is for students, staff and community members to use the Outdoor Garden and maintain the existing plant material. Future plans for the garden include looking at sustaining what is in existence, taking a complete look at our playground and looking at our school’s and community’s needs. Dorothy Goddard Outdoor Classroom Committee Teacher Member Gardeners Needed We need your help to tend to our outdoor classroom over the summer months.
If you have the time and the inclination to use your green thumb, or you have the desire to cultivate a green thumb, please join one of the information sessions being offered to the children at the school.
Cathy Shaluk , Education Coordinatorfor the Manitoba Region of the Nature Conservancy of Canada will be at our school on June 6th and 7th. Presentations will take place at 9:15 - 10:15, 11:00 - 12:00, and 1:15 - 2:15. You are invited to join one of our classes and attend a session of your choice and learn about the plants in our piece of the larger “Prairie Ecosystem”.
For those interested in helping to maintain our Outdoor Classroom over the summer months, these sessions might prove useful.
If you are able to volunteer for a one week period during the months of July and August to help care for our Outdoor Classroom please let the school know. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has officially designated four Winnipeg schools as UNESCO associated schools following three years in the Associated Schools Project Network (ASPnet), Education, Citizenship and Youth Minister Peter Bjornson announced today. The four schools include: Brock Corydon, John Pritchard, Institut collégial Vincent Massey, and Collège Jeanne-Sauvé. River East collegiate was also recognized as an ASPnet candidate school.
“UNESCO is a positive force for change throughout the world and ASPnet gives Manitoba’s youth an excellent opportunity to develop a global perspective on issues affecting their everyday lives,” Bjornson said. “We’re very proud of the teachers, students and administrators whose dedication has ensured they have the honour of becoming the first ASPnet candidate school.
ASPnet promotes peace through local, national and international partnerships in the areas of human rights, democracy and tolerance, intercultural learning and environmental issues. Its activities are coordinated by UNESCO through its offices in Paris, France, and the Canadian Commission for UNESCO.
“The two-year pilot project launched in Manitoba in 2002 has been a great success and I’d like to congratulate everyone who has been involved in the process,” said David Walden, secretary-general of the Canadian commission for UNESCO. “Other provinces and territories have since followed Manitoba’s lead, which means many more young Canadians are benefiting from the exchange of information and the development of shared values to address vital issues.”
Vincent Massey Collegiate principal, Rick Martin, chair of the local ASPnet steering committee, said, “Students and teachers have worked with the elements of knowledge, caring and action and focused on UNESCO themes within the curriculum and in extracurricular clubs. This has resulted in tremendous growth through projects related to world issues and the role of the United Nations.”
The Canadian model is the first to enlist prominent spokespeople to further ASPnet objectives, a move prompting other nations to consider taking similar steps to strengthen their own programs. Manitoba’s spokespeople include entertainers Fred Penner and Al Simmons and educator Gareth Neufeld.
Established in 1953, ASPnet is a global network of more than 7,000 schools in over 170 countries including preschool, primary and secondary schools, and teacher-training institutions. UNESCO contributes to a culture of peace and justice by encouraging the collaboration of nations in the fields of education, social and natural sciences, culture and communication.”
Ladies and Gentlemen,
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