At CBe-learn, elementary students receive instruction and support in learning across the full Alberta Education Programs of Study.
- English Language Arts
- Social Studies
- Physical Education
- Health and Life Skills
Visit My Child's Learning: A Parent Resource on the Alberta Education website for more information.
Support from home is essential for student success in Grades 1-6. Parents should consider the learning needs of their child as well as the availability of adult support within the school day, in determining a child’s suitability for online learning.
Students will have a home room teacher, who guides most of the student’s learning.
Each elementary student is required to commit to learning activities that account for approximately 20 hours per week. This includes time for both live (synchronous) learning as well time to read instructions, complete assignments, watch recorded videos, etc.
Essential Components of the CBe-learn Elementary Online Program
Three essential components are described in the sections below.
- Synchronous Instruction
- Asynchronous Instruction
- Home Support
- Real-time online learning is scheduled by the teacher during regular school hours. The synchronous learning schedule may change from week to week in order to best serve student learning. Teachers will post schedule in advance.
- Students must be available for these sessions.
- Each student should anticipate a minimum of 5 to 7 hours of synchronous instruction in a regular school week.
- During real-time instruction students interact with peers and their teacher in video conferences. (e.g. video conferencing via Google Meet)
- Students demonstrate what they can do either independently or with the support of their teacher.
Asynchronous learning is planned to work alongside and interweave with synchronous learning. Student success in synchronous sessions is supported by completion of asynchronous tasks.
Although there may be some flexibility on some asynchronous tasks, most asynchronous learning also occurs within the regular school day. This is essential given the relationship between synchronous and asynchronous learning.
For example, pre-recorded videos may be made available for students to access through Google Classroom. Such videos provide additional instruction to facilitate both real-time online learning and independent work.
- Students practice and show their learning when completing assigned learning tasks.
- Learning tasks may differ from the work of students in in-person learning classrooms. However, tasks will address the same learning outcomes.
- Each student can expect up to 3 hours of independent work daily.
Asynchronous Interaction with the Teacher
- Students and families review and respond to teacher-provided feedback that guides learning.
- Teachers and peers may interact through discussion boards and other asynchronous tasks to support learning.
- Successful online learners need access to a quiet work space that is free from distraction. Headphones with a microphone may be required.
- Like students who go to school buildings, online learners benefit from ‘getting ready for learning’ routines in the home.
- Young learners may especially need support in accessing learning and submitting assignments.
- Elementary students will need support during the regular school day. Younger learners require learning support before and between synchronous sessions.
- The type and level of learning support offered should be discussed with the teacher.
- At times the teacher will ask the student to independently complete work at home without support. Allowing the child to show what they can do without support is important. Students and their families are encouraged to see mistakes as important for learning. At times, teachers must see what a student can do independently in order to plan for the student’s next steps in learning.
Please carefully review the Roles of the Elementary Learning Team: Student, Parent(s) and Teacher.