​Regular Program at the CBE

Even though most of our schools offer a regular program, no two are quite the same. All schools teach according to Alberta Education’s mandated curriculum, however a school’s focus, optional courses and school activities are as unique as every school.​​​

Organization & Curriculum

Our school is organized into grade level teams with two Humanities and two Sciences teachers assigned to each grade.  Grade level pairs (one Humanities and one Sciences teacher) are responsible for instructing the same group of students in the basic academic program. This allows the teachers to get to know their students and collaborate in creating an exciting learning community. In addition to the foundational skills of reading writing and speaking, life skills such as problem solving, responsibility, cooperation and integrity are emphasized.  

Throughout the school year grade level teams will be providing cross-curriculum projects with focused inquiry in order for students to be active participants and therefore be able to personalize their own learning to make decisions, and develop of deeper understanding of the academic disciplines. As educators we all have a shared vision and high expectations for student achievement and behaviour.  We endeavour to present curriculum that is challenging through  varied teaching and learning approaches.  In order to meet learners where they are, classroom practice takes into account the cultural diverse nature of our learners. At Ian Bazalgette we strive to provide education that is personalized, integrated, authentic, and engaging.

Homework

Students are required to complete all assigned homework.  Homework should include assigned work as well as unassigned study and review.

The following areas should serve as guidelines for a weekly homework plan:

  • Work not finished in class 
  • Work missed due to absenteeism 
  • Long term assignments 
  • Organization of notes, assignments 
  • Review of each day’s work 
  • Study for tests and examinations

It would be beneficial if parents and students could agree upon a suitable place and a regular time for students to complete homework. Regardless, we suggest homework be completed under the supervision of parents and guardians, and not behind closed doors such as a bedroom.

Study Buddy

When students are absent, it is their responsibility to organize themselves to catch up on missed assignments. We expect students to do the following when they are away:

  • Contact a friend or “study buddy” in your class and ask him/her to record all homework assignments and pick up an extra copy for you of material handed out in class. 
  • Have your “study buddy” take the materials home to you, or arrange for someone to pick up the materials. 
  • If you are having trouble getting a “study buddy” please talk to your teacher.

Middle Years Overview

Middle years learning refers to education offered to students between the ages of 10-15. These years are critical in keeping our students on the path to high school completion and their career futures.

Keys for student success include:

  • participating in hands-on, purposeful and relevant learning 
  • creating positive relationships with peers, teachers and other adults 
  • Being actively involved in the community and feeling supported by family, businesses and other organizations that surround them. 

Regardless of the grade configuration, all middle years teachers and principals understand the complex and unique learning needs of this age group.

Middle years learning is developed with a strong awareness of the following five domains:

  • Emotional – students are provided with an environment that is emotionally safe at a time when emotions can run high. 
  • Physical – students experience many physical changes during this time period (i.e.. growth spurts) and mature at different rates, leaving students vulnerable to negative peer influences if not supported by caring adults. 
  • Cognitive – students begin to transition from concrete thinking to abstract concepts. 
  • Social – students begin to develop their unique personalities and build an identity outside their immediate family. 
  • Behavioural – students switch between a demand for independence and a need for direction and regulation. Flexible, yet supportive environments help students make good choices.

Transitions at School:

  • Student leaders in the higher grades can be mentors for younger students (buddy programs). 
  • Students will start creating personalized learner pathways as the new Career & Technology Foundations Program of Studies is integrated into their daily learning. Students can explore different interests that will prepare them to make informed decisions with regards to their high school options and extend beyond to post-secondary and the world of work. 
  • Students can make course selections in the areas of second languages and the fine and performing arts 
  • Students can participate in intramural, extra-curricular and co-curricular activities. 
  • Students will be supported as they transition from elementary to middle school and then from middle school to high school.

Program, Focus & Approach

Organization & Curriculum

Our school is organized into grade level teams with two Humanities and two Sciences teachers assigned to each grade.  Grade level pairs (one Humanities and one Sciences teacher) are responsible for instructing the same group of students in the basic academic program. This allows the teachers to get to know their students and collaborate in creating an exciting learning community. In addition to the foundational skills of reading writing and speaking, life skills such as problem solving, responsibility, cooperation and integrity are emphasized.  

Throughout the school year grade level teams will be providing cross-curriculum projects with focused inquiry in order for students to be active participants and therefore be able to personalize their own learning to make decisions, and develop of deeper understanding of the academic disciplines. As educators we all have a shared vision and high expectations for student achievement and behaviour.  We endeavour to present curriculum that is challenging through  varied teaching and learning approaches.  In order to meet learners where they are, classroom practice takes into account the cultural diverse nature of our learners. At Ian Bazalgette we strive to provide education that is personalized, integrated, authentic, and engaging.

Homework

Students are required to complete all assigned homework.  Homework should include assigned work as well as unassigned study and review.

The following areas should serve as guidelines for a weekly homework plan:

  • Work not finished in class 
  • Work missed due to absenteeism 
  • Long term assignments 
  • Organization of notes, assignments 
  • Review of each day’s work 
  • Study for tests and examinations

It would be beneficial if parents and students could agree upon a suitable place and a regular time for students to complete homework. Regardless, we suggest homework be completed under the supervision of parents and guardians, and not behind closed doors such as a bedroom.

Study Buddy

When students are absent, it is their responsibility to organize themselves to catch up on missed assignments. We expect students to do the following when they are away:

  • Contact a friend or “study buddy” in your class and ask him/her to record all homework assignments and pick up an extra copy for you of material handed out in class. 
  • Have your “study buddy” take the materials home to you, or arrange for someone to pick up the materials. 
  • If you are having trouble getting a “study buddy” please talk to your teacher.

Middle Years Overview

Middle years learning refers to education offered to students between the ages of 10-15. These years are critical in keeping our students on the path to high school completion and their career futures.

Keys for student success include:

  • participating in hands-on, purposeful and relevant learning 
  • creating positive relationships with peers, teachers and other adults 
  • Being actively involved in the community and feeling supported by family, businesses and other organizations that surround them. 

Regardless of the grade configuration, all middle years teachers and principals understand the complex and unique learning needs of this age group.

Middle years learning is developed with a strong awareness of the following five domains:

  • Emotional – students are provided with an environment that is emotionally safe at a time when emotions can run high. 
  • Physical – students experience many physical changes during this time period (i.e.. growth spurts) and mature at different rates, leaving students vulnerable to negative peer influences if not supported by caring adults. 
  • Cognitive – students begin to transition from concrete thinking to abstract concepts. 
  • Social – students begin to develop their unique personalities and build an identity outside their immediate family. 
  • Behavioural – students switch between a demand for independence and a need for direction and regulation. Flexible, yet supportive environments help students make good choices.

Transitions at School:

  • Student leaders in the higher grades can be mentors for younger students (buddy programs). 
  • Students will start creating personalized learner pathways as the new Career & Technology Foundations Program of Studies is integrated into their daily learning. Students can explore different interests that will prepare them to make informed decisions with regards to their high school options and extend beyond to post-secondary and the world of work. 
  • Students can make course selections in the areas of second languages and the fine and performing arts 
  • Students can participate in intramural, extra-curricular and co-curricular activities. 
  • Students will be supported as they transition from elementary to middle school and then from middle school to high school.
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​Middle Years at the CBE

Middle years learning refers to education offered to students between the ages of 10-15. These years are critical in keeping our students on the path to high school completion and their career futures. Keys for student success include: participating in hands-on, purposeful and relevant learning; creating positive relationships with peers, teachers and other adults; and being actively involved in the community and feeling supported by family, businesses and other organizations that surround them.

Learn more about our students in their middle years, including how their learning will change and how you can support your child, visit the CBE website.​

​Exploring Career Choices

For Grades 5 to 9 at the CBE, we offer Career & Technology Foundations (CTF). This is an inquiry-based, hands-on program that focuses on essential skills common to occupational areas, and our students personalize their learning based on their interests and passions.​​​

Welcome back to our modified calendar school students! Hope you and your teachers a great first day of classes. We wish you a wonderful school year full of learning! #WeAreCBE https://t.co/S3u5xdyIIa

Yellow school bus route maps have been posted! We’ve also posted information about yellow school bus transportation and Calgary Transit for next year on our website https://t.co/MiiFWpDFUt #WeAreCBE #yycbe https://t.co/f4UuXLGGE6

Yellow school bus route maps for the 2019-20 school year are now posted on the CBE website: https://t.co/OvY7HRyW0M #WeAreCBE #yycbe https://t.co/88H91IiWTQ

Niitsatapi Learning Centre needs new play equipment. @EdMattersYYC is raising money for replacement equipment. Learn more at: https://t.co/qzuMtkr1Ps #WeAreCBE #yycbe

Most CBE traditional calendar school offices open on Wednesday, Aug 28 and classes begin on Monday, Sept 3. Check your school calendar for details #WeAreCBE #yycbe https://t.co/SrAzrvHPzx