Program, Focus & Approach

In keeping with The Hamptons School motto, “A Child’s Second Home of Learning,” our staff is committed to working with parents for student success. We treat your children as though they were our own.

Students at The Hamptons School demonstrate strong and positive academic, behaviour, and social skills. We will build on these skills by personalizing the learning for each student. Personalized learning is the process of designing learning for and with each student so that all students can participate, progress and achieve. 

The results are students with a deep understanding of the content, superior academic results, students who know themselves well so they can self-initiate, self-reflect and problem solve. Our students will be the best that they can be!

We set goals all year at The Hamptons School. We all work hard to achieve our goals and we help each other achieve. Through setting and achieving goals, we will explore and enhance the CBE’s Results of Personal Development, Citizenship, Character and Academic Success.

We also focus on developing resilient students and teaching students to stand up to bullying. Students recognize their strengths and use this knowledge to become strong, independent students with good self-esteem. The Hamptons School will become stronger as we all work together.

At The Hamptons we believe:

  • Learning is our central purpose.
  • Learning is fostered in a caring environment.
  • Learning is a continuous, social process for which we are all responsible.
  • Collaboration and teamwork result in ownership, which strengthens the learning process.
  • High expectations with high levels of student support promote excellence.
  • The building of relationships is the cornerstone of growth and improvement.

Class configurations at The Hamptons School

Each year schools in the CBE organize their classes/grade combinations based on the total number of students registered, the number of students in each grade level, school development plan goals, teacher professional learning community configurations as well as considering a wide variety of student learning considerations. Last year, The Hamptons School had a mix of single grade classes and multi-age classes as a result of the above considerations.

This year, each of the above considerations lent themselves to have one EES Class, two Kindergarten Classes,  three Grade 1 & 2 multiage classes and three Grade 3 & 4 Multiage Classes. This combination leads to dynamic and robust teaching teams that are able to collaborate around task design, assessment and student learning outcomes. They are also able to collaborate as a professional learning community to look at student achievement as a multi-age grade group. 

When classes are organized in a multi-age configuration, teachers organize connected concepts from the Program of Studies. Teachers may approach related learning outcomes similarly for each grade while explicitly teaching the discreet outcomes for each grade level along with a different focus and expectation for formative and summative assessment. Teachers usually capitalize on cross curricular connections by embedding curricular content across areas. A common concept or skill can be addressed with the whole class and then teachers apply the specific content, increasing breadth and depth of knowledge according to enrolment or grade.  This information was shared with Parent Council at our June 2021 AGM. 

Last modified on

​​​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.​​​