Kindergarten Parent Handbook 2026 - 2027
Table of Contents Our Mission The Kindergarten (K) Program: Overview Information K Program Structure Cub Club Daily Routines Faculty and Staff Ratios and Structure Snacks and Lunches Uniform and Clothing Curriculum Outdoor & Environmental Education K Curriculum Overview Language Arts Mathematics Science Dramatic Play Music Creative Arts Physical Outdoor Education Balanced Health K Programme of Inquiry (POI) IB Learner Profile School Health and Safety Care and Supervision Supporting Children’s Behaviour Illness, Health Conditions, and Medication Specific Illnesses and Ailments Medication Food at School Celebrations Active Play School Drop off and Pick Up Procedures Unauthorized Pick Up of a Child Late Pick-up Policy Attendance Emergency Preparedness & Response Policies Daily Schedule Quiet Time Timetables Communication with Parents Field Trips
The Kindergarten (K) Program: Overview Information
Brockton’s Early Learning Years program (Junior Kindergarten and Kindergarten) supports a unique and inclusive environment, with a comprehensive understanding of how young children learn and grow. For some children, our Kindergarten Program will mark the first transition from home to a group learning experience in a more formal school setting. At Brockton, we offer a safe, fun-filled and nurturing environment in which each child, and each child’s family, is valued and respected. We recognize that children are natural inquirers and that they are driven by a need to creatively explore, experiment and experience the world around them. At Brockton, purposeful play allows the children to develop their relationships within the classroom, to expand their ideas and thinking and to collaborate with their teachers and classmates. Each student is exposed to a wide variety of “hands on” activities that support the development of fine motor skills, gross motor skills and promote creative expression and learning. We feel strongly that playing is learning. Through play, the children take risks, develop literacy, numeracy and problem-solving skills, stretch their creative thinking, and develop crucial social skills. K Program Structure Brockton is proud to provide its Kindergarten Program as a part of the International Baccalaureate Primary Years Programme, for students who are five years old (as of December 31st). Brockton’s Kindergarten operates from 8:20 am to 3:00 pm, Monday to Friday, with Wednesdays ending at 2:20 pm. Cub Club Additionally, the school supports an after-school care program, Cub Club, for students in Kindergarten to Grade 5. Daily Routines Kindergarten students begin their day at 8:20am and end their day at 3:00pm (2:20 on Wednesday). In addition to the many educational learning activities and play opportunities (both indoor and outdoor) each day, the students partake in a morning snack, a lunch break, and afternoon snack.
Faculty and Staff Ratios and Structure For the Kindergarten Program, there is an Early Learning Years Coordinator (who oversees Junior Kindergarten and Kindergarten), two core teachers, each with a class of approximately 16 students, and one support staff for the grade. Additional staff supports specialist curriculum, recess/lunch supervision, outdoor educational excursions, and other special activities. Snacks and Lunches Children bring their own snacks, lunches, and utensils to school. Please note that the school is a nut aware zone. We ask that students do not bring nuts or nut-based items to school. Brockton School offers a Hot Lunch Program which is available to children from JK - Grade 12, four days per week. Sign-up and ordering information is organized by our BPC and will be shared with families at the start of each term. Uniform and Clothing Please refer to the uniform guide. All articles of clothing that belong to your child must be clearly labelled. Uniform: With the exception of special dress up or dress down days (as will be announced by the school), children are required to wear the Brockton School uniform. Outer-wear: Students need to dress for weather as they will be spending a lot of time outdoors and we want for them to be warm and dry. Please send rain gear (raincoat and rain pants or muddy buddy) as well as a pair of rubber boots. Foot-wear: each student will have black school shoes (refer to uniform guidelines), running shoes (for physical education), and rubber boots (for rainy weather). Extra Underwear, Socks, Tights: Please provide two extra pairs of underwear and socks/tights for your child. Please be advised that all children need to be able to use the toilet independently. Diapers/’pull ups’ are not to be worn at school. Curriculum Brockton’s Kindergarten Program follows the core philosophy and guidelines of the Primary Years Programme (PYP) of the International Baccalaureate (IB), which supports an
inquiry-based approach to learning. Brockton’s program is child-centred and is geared to each child’s interests and level of development. Our teachers are very strong at differentiating teaching methods to reach a diverse group of learners and are skilled at assessing each child’s social, emotional, physical, and cognitive development.
Outdoor & Environmental Education Another significant aspect of our Brockton Kindergarten program will support our students to learn about, appreciate, and take advantage of our outdoor environment. As such, the Kindergarten students are expected to dress for the weather and take advantage of a full outdoor education curriculum that is part of our program’s learning plan.
Kindergarten Curriculum Overview The Kindergarten class is organized as a learning continuum with mandated BC curriculum and learning opportunities and outcomes stretching towards the Grade 1 program. Early in the year, the school will host a curriculum night to more fully guide you in an understanding of the class, program, and school curricular focus and approach. Parents are welcomed to inquire about any aspect of the program throughout the year. Brockton’s Kindergarten Program follows the core philosophy and guidelines of the Primary Years Programme (PYP) of the International Baccalaureate (IB) as it aligns with the expectations of the BC Ministry of Education and Early Learning Years Programming. The focus of all IB Programmes is to develop internationally minded citizens who aim to contribute to the world in a positive way. Our Kindergarten students are introduced to the basic learning and thinking that is associated with the PYP Learner Profile, which serves as the fundamental building blocks of the students’ International Baccalaureate education. Learning (Areas of Curricular Focus) The Kindergarten curriculum encompasses the following areas of curricular focus: • Language Arts (Literacy) • Mathematics (Numeracy) • Unit of Inquiry (Science and Socials) • Nature (Outdoor Education) • Music and Movement
• Creative and Dramatic Arts • Physical Education • Applied Design and Technology (STEAM) • Balanced Health • Safety • Community
Students receive specialized instruction in music, French, physical and health education, and applied design, skills and technology (ADST). Language Arts In Kindergarten, students are introduced to a captivating world of literacy exploration and language development. Through storytelling, reading, and interactive activities, they begin to develop foundational skills in phonics, vocabulary, and comprehension. Kindergarteners engage in rich language experiences, fostering their listening and speaking abilities as they communicate with peers and adults. They explore a variety of texts, including books, poems, and rhymes, to develop a love for reading. Through writing activities and imaginative play, children start to express themselves creatively and develop early writing skills. Kindergarten emphasizes fostering a positive attitude towards literacy and providing a supportive environment where children can explore and develop their language abilities with confidence. Math In Kindergarten, young learners engage in playful and hands-on activities to develop foundational numeracy skills. They learn to recognize and represent numbers, count objects, and explore basic mathematical concepts such as addition and subtraction. Through games, songs, and interactive activities, Kindergarteners build spatial awareness and explore shapes, patterns, and measurement. The curriculum emphasizes problem-solving and critical thinking, encouraging children to explore mathematical concepts in real-life contexts. By fostering a love for numbers and mathematical thinking from an early age, the Kindergarten Mathematics curriculum sets a strong foundation for future mathematical learning. Social Studies
In Kindergarten, children embark on a journey of self-discovery and community exploration. Through a variety of activities, they learn about themselves and their families, understanding their roles and responsibilities within their environment. Exploring their local community, they discover the significance of how we are all connected and how our actions affect each other. Embracing cultural diversity, they celebrate differences and learn to respect various traditions and languages. Through simple acts of kindness and participation, Kindergarteners begin to grasp the essence of citizenship and the importance of contributing positively to their communities. Science In Kindergarten students explore the world around them and begin to understand fundamental scientific concepts through hands-on exploration and inquiry-based learning. They observe and investigate living things, exploring the characteristics of plants and animals in their environment. Kindergarteners also delve into the concepts of seasonal changes, observing how weather patterns and daylight hours vary throughout the year, while participating in our outdoor education program. Through simple experiments and activities, they develop an understanding of basic scientific processes such as observation, prediction, and experimentation. This early exposure to scientific inquiry sparks curiosity and allows them to ask questions and seek answers about the world around them. Dramatic Play The Kindergarten children are given multiple opportunities to do some of their most important work - play. For the children to learn, they must play. Child-initiated play supports problem solving, creativity, self-expression and social-emotional growth. Let the play begin! Music In Kindergarten, music is a powerful tool used to develop communication skills and to support listening skills. In the music room, with the music specialist, the children have the opportunity to sing, dance and play a variety of instruments. Creative and Dramatic Arts
Artistic expression is crucial to the growth of cognitive and fine motor development. The students are encouraged to create through painting, drawing, constructing, dancing and role-playing and they are challenged to respond to different forms of art. Physical Outdoor Education The Kindergarten students love Physical Outdoor Education. The children are engaged in activities that promote large motor development, spatial awareness, listening skills and self-awareness while exploring nature and taking risks at our Little Woods and Big Woods on campus at each recess time. Our weekly walking field trips during Woodland Wednesday extend our learning about our relationship with nature. This is a time for us to explore and take age appropriate risks while balancing on logs and climbing rocks in our beautiful backyard. Through physical movement, children learn about safety, personal body space and how to keep one’s body healthy and strong. Balanced Health The children are given the opportunity to develop an understanding of their bodies and to become more knowledgeable about practices that help support good health. The students gain a strong sense of independence while learning about healthy eating, general manners, and personal hygiene practices. Programme of Inquiry The PYP uses Units of Inquiry that promote transdisciplinary learning and teaches students how to learn. These units provide an overarching theme that is explored through all areas of curricular focus, and through which students can explore and make connections between subjects. In Kindergarten, children are introduced to this framework by exploring four of the six Transdisciplinary Themes laid out by the IB. The Transdisciplinary themes are:
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IB Learner Profile In Kindergarten there will be a great deal of focus on the Learner Profile. These are the building blocks of IB thinking and learning. IB learners strive to be:
Inquirers - They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable - They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers - They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions. Communicators - They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled - They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference in the lives of others and the environment. Risk-takers - They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal well being for themselves and others. Reflective - They give thoughtful consideration to their own learning and experience. They are
able to assess and understand their strengths and limitations in order to support their learning and personal development. School Health and Safety At Brockton School, safety is our top priority. The Kindergarten students are supervised at all times during the school day and concerns are addressed as immediately as possible. Care and Supervision The Kindergarten staff work very hard to provide a healthy and safe environment. The children are supervised at all times by fully qualified and professional staff. To ensure all student’s needs are being met, in addition to the two primary Kindergarten teachers, there is also a support teacher who supports both classes as needed. The Kindergarten Program provides a comprehensive and coordinated program of indoor and outdoor activities that is designed for the development and optimal care of the children. The program is sensitive to the needs of each child and emphasizes safety, thoughtful decision-making, health and hygiene.
Supporting Children’s Behaviour School is a wonderful environment within which to learn self-control, independence and responsibility. Brockton’s teachers seek to make well-informed decisions and to make a concerted effort to support all students to relate happily, safely and productively with one another. A great deal of thought goes into preparing the classroom and into designing learning experiences that are thoroughly engaging and exciting for our youngest learners. To support children to make positive social choices, our experienced teachers use many strategies such as repetition, modelling, positive reinforcement and redirection to support the students to adhere to some very clearly defined essential agreements and boundaries. An outstanding resource for your review of behavioural strategies and techniques that reinforce requirements is called Guiding Children’s Behaviour. Parents will be kept well informed as to how their child is adjusting, socializing, and interacting in the program.
Illness, Health Conditions, and Medication Aside from the more obvious signs of sickness such as coughing, fever, sore throat, or vomiting within the previous 24 hours, a child is to be kept away from school if they have any of the following symptoms: • Colds/flu • Pain • Difficulty breathing • Listlessness, weakness or unexplained fatigue, which interferes from the child’s participation in the day’s activities • Infected eyes or skin, or unexplained rash • Headache or neck stiffness • Diarrhea • Severe itching of body or scalp Should your child become ill while at Brockton, we will ask that you pick up your child immediately. A teacher will contact parents directly if they feel that the child is not well enough to remain at school. We also ask that you do not send your child to school if they are sick or show signs of becoming sick; including a runny nose, eye, ear or throat infections, vomiting or diarrhea, or any contagious disease constitutes illness. Should your child come in contact with a communicable disease, please inform the school as soon as possible, so that we can take the necessary precautions to limit the potential spread of that disease. If your child does vomit or have diarrhea, they may return to Kindergarten 24 hours after their last bout of vomiting or diarrhea. If parents are unsure of whether or not a child’s health status constitutes sickness, the child should be kept at home for further observation and/or taken to a medical professional. Whether or not a sickly child is admitted to a school day is at the discretion of the teachers. Specific Illnesses and Ailments What to do if your child has Lice? 1. Contact the school immediately to inform the staff so that we can inform the rest of the families as well as take necessary precautions on our end to limit/stop the spread of lice.
2. Please treat your child with the appropriate treatment for lice removal, this also includes using a fine tooth comb and going through your child’s hair to ensure the eggs, nits and adult lice are removed. 3. We ask that you wait 24 hours after your child’s first treatment, before sending them back to school. 4. Please ensure you complete the secondary treatment 3 days after the first treatment. 5. Continue to monitor and check your child’s head on a weekly basis for up to 3 weeks following their secondary treatment. Please see the link below if you have any questions about head lice: http://www.fraserhealth.ca/your_health/school_health/head-lice/
What to do if your child vomits while at school? 1. Staff will notify you immediately once they have taken care of your child to make them feel safe and calm. 2. You will need to pick up your child within 30 minutes of receiving such a phone call. 3. It is your responsibility to ensure your child is picked up within this time frame, if you personally can’t make it, please have someone close by come pick them up on your behalf. 4. Always inform the teachers if someone else will be picking up, should you not be able to do so yourself. What to do if your child is home with an illness? It is the responsibility of the family to contact the main office at Brockton School to inform the school that your child will be absent due to illness. You can call 604-929-9201 or email info@brocktonschool.com.
Medication: Our staff will not administer a new prescription or over-the-counter medication until the parents/caregivers have had a minimum of 24 hours to monitor their child's reactions to such medication. We also ask that you talk with your child's physician to put your child on a schedule that does not require medication to be administered while they are in attendance at Brockton. Should your child need medication due to a medical condition, you will be required to complete a parental consent form. This form will include the physician's signature, and administration dosages/timelines. It is the responsibility of the parent/caregiver to inform the
staff when a child is taking medication at home and any side effects that may occur, such as drowsiness, while in attendance at school. In the case of severe allergies, parents must fill out the required medical forms if staff are to administer the use of Epi-pens. Parents, of course, must provide the school with the proper Epi-pen for their child.
Food at School Parents will provide their children with snacks, lunch with utensils, and water for each school day. Please note that Brockton adheres to a NUT AWARE policy. Mealtime at school is an important time for the children to develop their independence skills and to foster connections with others in the class. A calm, inclusive mealtime environment will be supported in the Kindergarten. Celebrations: At Brockton, we enjoy celebrating birthdays. However, we ask that you refrain from bringing shared food to the classroom. Parents are asked to deliver any and all party invitations outside of school hours. On Valentine’s Day, if your child chooses to bring cards in for the class, there must be a card for every student. Active Play A factor that significantly contributes to your child’s cognitive and physical development is the fun-filled active play they engage in at school. At Brockton, your child’s play is sometimes also their work. Our teachers ensure that your child’s learning and play incorporates fundamental movement skills, and injury prevention.
School Drop-off and Pick-up Procedures The classroom’s exterior courtyard door will be open at 8:10am. School begins promptly at 8:20am. Pick up will be at the exterior courtyard door at 3:00pm (2:20 pm on Wednesdays). Specific drop-off and pick-up times to be announced prior to the commencement of the school year.
Teachers are forbidden to allow a child to leave the school with anyone other than a person(s) authorized by the parent. For this reason, parents are asked to be responsible for keeping the school informed of persons who will be picking up their child. Parents are asked to keep the information up to date and to write a signed note if they have made arrangements with someone whose name is not on the Consent for Pick Up Form. Note - proof of identity will be requested. Unauthorized Pick Up of a Child If a person arrives who is neither the parent or one of the persons listed on the Consent For Pick up Form, it is our policy to keep the child on the school premises until either the parent or one of persons on the Consent for Pick up Form is contacted. We will allow the child to go home only if the parent or guardian gives permission. In the case of an emergency, a telephone call giving verbal permission for alternative pick up plans, will be accepted and picture identification will be referred to in order to confirm the identity of the alternate person picking up the child. The verbal consent will then be followed up by an email confirming the consent. Late Pick-up Policy If parents are late to pick-up, children will be supervised in Cub Club until the parent arrives and a fee may be incurred. If you are going to be late please call the school to notify the office. Often, a phone call will reassure a child that their family is on its way.
Attendance Attendance is taken before 8:40 am each day. Please support your child by arriving at school on time. If you are late, please report to the office to sign in before accompanying your child to the classroom. Parents will be contacted to follow up on unexpected absences. In the case of a planned absence, it is expected that parents notify the school in advance so that the child’s whereabouts is known. Extended absences for travel are discouraged at Brockton. If a child is going to be absent from school, parents should please contact the school by 8:00am (or as soon as possible): at 604-929-9201 or attendance@brocktonschool.com. The school supports and understands absences for illness, specialist appointments, and exceptional circumstances.
Emergency Preparedness & Response Policies Brockton School has gone to every length to ensure that it is prepared for an emergency. We have thorough emergency plans in place, clearly designated staff roles, responsibilities and assignments, as well as, earthquake, evacuation, lockdown, gas leak, power outage and fire response procedures. We have 72 hours of emergency supplies for over 350 people such as first aid equipment, water, food and shelter that is properly stored and accessible. To add to our supplies, the Kindergarten students will be required to supply a personal comfort kit. A review of all safety procedures with staff and students will be executed regularly to help ensure that all rules and regulations are being followed and to ensure that everyone feels confident in their knowledge of what to do during an emergency. As caregivers, we will undertake two major responsibilities: first to successfully and safely evacuate the children from the building, and second to notify emergency personnel.
Inclement Weather In the event of inclement weather (such a heavy snowfall) that prevents the school from opening as scheduled, parents should check the school website for the most up-to-date information at brocktonschool.com before heading off to school. A message via text and/or email will go out to parents if by chance there is an unexpected interruption to the school opening. Additional Operational Items
Daily Schedule The school day will run from 8:30am to 3:00pm (2:20 pm on Wednesday) with After School Care available from 3:00pm to 5:30pm (2:20-5:30 on Wednesday).
Timetables The children’s timetable can be found on or after the first week of school by logging into your MySchool account. The children’s schedule will remain very consistent throughout the year. Consistency is very important for learning. A weekly school assembly is held on Wednesday mornings, starting at 8:30am. The assemblies are student led and focus on the School Learner Profile of the month. The Kindergarten students will attend those assemblies that are deemed of interest and of value to the children.
Communication with Parents Parent communication is key in the Early Years. The Kindergarten teachers are available via email and telephone; teachers welcome emails from parents if there are any questions or concerns. As well they reach out to parents, on a weekly basis, via our digital portfolio platform and in weekly emails. This offers a simple way for teachers to record and share what's happening in the classroom. This platform provides students with a place to document their learning, to be creative, and to highlight their growth in the form of a portfolio. More information regarding digital portfolios, and how to sign up, will be shared by your classroom teacher upon the start of school.
Brockton teachers uphold strong lines of communication with parents throughout the school year. The teachers will meet with parents at parent – teacher conferences in November and March, and in student led conferences in May. Each student receives a report card, in December, March and June, at the end of each of the three school reporting periods. Teachers enjoy meeting and talking with parents about their child, however, at pick-up and drop off times each day, teachers are responsible for all of the children and are therefore unable to engage in lengthy conversations. Parents’ consideration of this is greatly appreciated. Field Trips To allow the children to participate in educational experiences that cannot be duplicated in the classroom, campus outings will take place during the school year. All Brockton field trip planning and safety regulations are upheld prior to departing for a trip and while on a field trip.
We are extremely excited to welcome some of our youngest students to Brockton and look forward to a fun, educational and transformative year!