Student Learning

Student learning in our Catholic Elementary School is focused on faith formation, learning and achievement viewing human life as an integration of body, mind, and spirit. Rooted in this vision, Catholic Education fosters the search for knowledge as a lifelong spiritual and academic quest.

 

The expectations of Catholic graduates, therefore, are described not only in terms of knowledge and skills, but in terms of values, attitudes and actions. Curriculum expectations for student learning are found in the curriculum documents located on the Ontario Ministry of Education website. Faith formation is rooted in the Ontario Catholic School Graduate Expectations of which there are seven overall expectations and fifty-two specific expectations.

 

Assessment of student learning takes place on a regular basis throughout the school year with regular communication between home and school.

 

Evaluation of student learning is formally reported three times throughout the school year. The first report card is a progress report focusing on learning skills and work habits. This report is sent home early in November followed a week later by Parent/Teacher interviews. First term report cards will be sent home in late January with interviews taking place in early February. Second term report cards will be sent home the final week of school in June.

 

Parents are valued partners in the education of children and are encouraged to support learning at home and at school.

 

“When parents are engaged in their child’s learning, students do better in school and everyone benefits. Parents find it easier to help their child learn. Teachers and principals are better supported and enjoy positive relationships with parents. Students improve, classrooms improve, schools improve and the entire community benefits.”

 

“Students whose learning is supported at home are more successful in school and stay in school longer. When students know learning is valued by their family, learning is a high priority for students.”

 

“Actively promoting, supporting, and recognizing appropriate, positive student behaviour and healthy relationships is essential to creating and sustaining a safe learning and teaching environment that will allow all students to reach their full potential. A positive school climate exists when all members of the school community feel safe, comfortable, and accepted” (Ministry of Education.

Ontario Schools, Kindergarten to Grade 12, 12, p. 12).