​​​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.​​​

Program, Focus & Approach

Programs Offered at Thorncliffe School

Thorncliffe School is a dual-track school with a Regular Program for Grades K-6 and a Traditional Learning Centre (TLC) kindergarten cohort. 

Thorncliffe School has approximately 160 students enrolled in the Regular Program for Grades K to 6. These students are those who live within the Thorncliffe School designated attendance area. You can find our attendance area by searching for Thorncliffe School on the CBE webiste under Find a School or by clicking here for a map. (Please note that Find a School has the most up-to-date information available.) 

Thorncliffe School also has a kindergarten Traditional Learning Centre (TLC) cohort of 80 students. These students will attend one year of kindergarten at Thorncliffe School, and then will attend the TLC program at Colonel Sanders  school for Grades One to Four.  Should families decide to return to the Regular program for Grade One, they would attend their designated community schools. Families who hope to enroll their child in the kindergarten TLC program at Thorncliffe School are part of a lottery process for placement each spring. You can find the attendance area for kindergarten TLC at Thorncliffe School by visiting the Find a School page on the CBE website and selecting "Traditional Learning Centre" under the View Program Options tab. 

Curriculum and Instruction

An exemplary school facilitates student growth and development to master skills as defined by the Alberta Programs of Studies. Staff will use a variety of instructional approaches to personalize learning for each student. At Thorncliffe School, instruction will:

  • Be based on outcomes from the Program of Studies and be organized by staff in a purposeful manner
  • Recognize and celebrate the diversity of our learners
  • Be focused on the creation of engaging, authentic, rigorous tasks that take into consideration the individual strengths and needs of each learner
  • Infuse technology and available resources to support student learning
  • Include clear criteria for success
  • Be guided by timely formative assessment practices (i.e. planning is guided by ongoing assessments, feedback of progress and necessary supports for learning)
  • Encourage students to take ownership of their learning through metacognitive processes and personal goal-setting (i.e. What am I able to do? What do I need to do next? What well help me accomplish this goal?)
  • Include explicit character education to foster a caring, respectful learning environment. We recognize that these virtues already exist within each child, so our goal is to make meaningful connections among the virtues, daily choices and learning


The Calgary Board of Education has created the following guidelines for the duration of homework activities: Kindergarten: sharing a library book each evening is recommended. 

Division I (Grades 1- 3): 5-10 minutes each evening is recommended. 
Division II (Grades 4 - 6): 10-20 minutes each evening is recommended. 

It is important for parents to provide children with a specific location and time that would be conducive to successfully completing homework. Parents/guardians are encouraged to become actively involved in their child’s homework, to be available to assist, and to remain positive and supportive. A few minutes of homework should be an expected routine. Please communicate to the teacher in writing, email or by phone if there is a concern with homework. Homework should consist mainly of reviewing/completing assignments, and reading. Families should set a time for shared reading together every evening. 

As well, families could play math games learned in class, or seek out online or print resources related to areas of classroom exploration and personal interest. When a notebook is brought home, ask the student to explain the task, ask them what skills they have mastered or are hoping to improve in the future, or have them teach you a strategy that is working for them. This is an excellent way to stay informed about progress, reinforce concepts, and celebrate their successes. Formal assignments are not recommended for Division I students. In Division II, some formal assignments may be provided at the discretion of the teacher, but are intended mainly for students who require extra support or have individualized learning needs.

Parent / Guardian Role in Education

In keeping with its stated values, the CBE is committed to establishing a working partnership with parents as an essential part of providing students with effective education. Staff at Thorncliffe School strives to nurture relationships based on mutual respect. We encourage parents to serve as advocates for their children by participating in parent programs such as school councils, becoming familiar with the school's program, policies and operations, and actively supporting expectations held by staff for the behaviour of students at school and school activities.

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