Our Belief Statements

We believe that…

• Quality teaching and learning experiences are planned, personalized and spontaneous.
• We learn from each other.
• We learn in different ways.
• We need a safe, secure and consistent environment.
• Relationships are key to quality teaching and learning.
• We are all learners and that learning is a lifelong process. 

Personalized Learning

At Glendale School, we believe in and welcome diversity. Our teachers adapt curriculum as required in order to meet the needs of students who benefit from specialized support in their learning. Some of our students are on Individualized Program Plans (IPP's) which allow teachers to adapt the Alberta Program of Studies. Some students receive support from the resource team and Education Assistants. We also work collaboratively with CBE specialists and strategists, speech therapists and psychologists.

Additionally, we recognize that all children learn differently and benefit from learning opportunities that are personalized specifically for their needs, strengths and areas of interest. Learning can look very different for individuals or groups of students in any given classroom.

Homework Guidelines

For homework, the CBE recommends that children in Grades 1–3 complete 5 - 10 minutes of reading each night. No formal assignment should be made. For Grades 4–6, formal assignments can be required but should not exceed 20 minutes. 

What is Inquiry-Based Learning?

Inquiry-based learning means different things to different teachers and researchers.  Inquiry stands for a fundamental principle of how learning is conducted.  It refers to a variety of processes and ways of thinking that support the development of new knowledge.  Inquiry is essentially a process of active exploration by which we use critical, logical, and

creative thinking skills to raise and engage in questions of personal interest.  In inquiry, students are provided with topics that they truly wonder or care about.  Through these passions and curiosities, students make observations, pose questions, examine books and other sources of information to see what is already known in light of experimental 

evidence; use tools to gather, analyze, and interpret data and finally, propose answers, explanations and predictions and communicate the results.  Inquiry requires identification of assumptions, use of critical and logical thinking and consideration of alternative explanations. Ultimately, learning through inquiry empowers students with the skills and knowledge to become independent, life-long learners. 

Creating an Environment for Inquiry

We believe that inquiry is most successful in a classroom environment that physically fosters creativity, encourages questioning and collaboration, stimulates curiosity and provides opportunities to celebrate our successes. We continue to carefully examine the role that “school/classroom environment” has on learning. 

We are all very motivated about the direction we are embarking on. As a school community we will continue to have thoughtful conversations with our families to talk about the important relationship that the inquiry process has with formative assessment (ongoing assessment) and how this ongoing documentation of learning fosters an effective inquiry-focused learning environment that is intellectually engaging and thereby leads to academic success. 

Please look for more information about this work through daily conversations, the reporting process, parent conferences, newsletters, our school website and school council meetings. Please feel free to bring your questions forward to us throughout this journey; each conversation is an opportunity for us to learn together.

French as a Second Language at Glendale School

The CBE has been a leader in providing rich and varied language programs in the province for many years.

French as a Second Language programs develop a foundation in a second language as well as an appreciation of other cultures. A second language is taught as a subject, for 75 to 95 hours per year in elementary and junior high school and 125 hours per course in senior high school. These programs generally begin in Grade 4. However, at Glendale School this program currently begins at grade 3. 

Elementary schools, in consultation with the community, determine the language and culture program needs and interests in their school. Grade 7-9 schools are required to offer a second language program. All senior high schools (except special settings) offer second language courses. 

We are pleased to offer a quality French as a Second Language program at Glendale School.