Junior School Family Handbook

Junior School Family Handbook 2018–2019

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Contents 10

4

School Mission and Beliefs

6 Contact Us ▷▷ ▷▷

▷▷ ▷▷ ▷▷

Direct Lines/Extensions Junior School Administrative Team Junior School Faculty Staff Email Addresses Address

THE YORK SCHOOL

▷▷ Forms ▷▷ Assessment Protocol ▷▷ Treatment

General Parent Information ▷▷ ▷▷ ▷▷ ▷▷ ▷▷ ▷▷ ▷▷ ▷▷ ▷▷ ▷▷ ▷▷

Communications Morning Arrival/Absences Drop-off and Pick-up Pick-up Information Form Uniform Food Services Programme Before and After Care School Trips Student Chargebacks Yearbook Allergies

26 Junior School Food Policy ▷▷ ▷▷ ▷▷ ▷▷ ▷▷ ▷▷

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Junior School Protocols/ Procedures for Sick Children

Rationale Policy School Responsibilities Parent Responsibilities Snack Policy Birthday Policy

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Student Life ▷▷ ▷▷ ▷▷ ▷▷

▷▷ ▷▷

Assemblies House System Student Council The Student Code of Conduct Birthday Parties Acceptable Use of Technology Policy

Junior School Protocols/ Procedures for Lice ▷▷

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Assessment and Prevention Protocol Treatment and Return to School Protocol

40 Athletics ▷▷ Philosophy ▷▷ Gladiator Athletic Development Programmes (GADPs) ▷▷ Interscholastic League Teams at the Junior School ▷▷ Sign-ups, Practices and Attendance ▷▷ Schedules ▷▷ Uniforms/Transportation ▷▷ Athletic Assembly ▷▷ Athletic Counselling 2018-2019 JUNIOR ▷▷ Athletic Code of Conduct

64 Academics ▷▷

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▷▷ ▷▷

▷▷ ▷▷ ▷▷ ▷▷ ▷▷ ▷▷ ▷▷ ▷▷

IB Primary Years Programme (PYP) The York School Program of Inquiry Assessment Levels of Understanding (Grades 1–5) Reporting Home Learning Philosophy Field Trips Co-Curricular Activities Technology Curriculum Information Library Tutoring

S C H O O L FA M I LY H A N D B O O K

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School Mission and Beliefs

Mission To develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.

Beliefs We believe: ▷▷ Every child has a spark ▷▷ Every child has a curiosity about the world ▷▷ Every child grows when faced with appropriate and diverse challenges We believe: ▷▷ Our school is more than a building ▷▷ Our school is a community which includes students, parents, staff and alumni ▷▷ Our school community works together to fan the spark, to encourage inquiry and to help our students be all that they can be We believe: ▷▷ Our school reaches out to embrace the communities around it ▷▷ Our communities need individuals who open their hearts and minds to the world ▷▷ Our school can inspire children to become adults who, by their actions, make a difference in the world

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Contact Us ▷▷Direct Lines/Extensions

▷▷Junior School Faculty

▷▷Junior School Administrative Team

▷▷Staff Email Addresses

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THE YORK SCHOOL

▷▷Address

Direct Lines/Extensions Accounts Receivable

Winston Berrotte

416-646-5276

Admissions & Advancement

Nicole Reyes

416-926-1325 x 5275

Athletics

Rick DeMarinis

416-926-1325 x 5277

Attendance

Nisha Kapileshwarker

416-926-1325 x 5282

Food Services

Davina Chong

416-646-5280

Junior School Administrative Team Head of School

Conor Jones

416-646-5271

Executive Assistant to Conor Jones

Kimberley Benoit

416-926-1325 x 1226

Deputy Head, Academics and Principal

Struan Robertson

416-646-5273

Vice-Principal

Valerie Turner

416-926-1325 x 1631

Director of Curriculum

Karen McCallum-Ryan

416-926-1325 x 1616

Administrative Assistant

Kate Boynton

416-926-1325 x 1614

Athletic Director

Rick DeMarinis

416-926-1325 x 5277

Administrative Assistant, Athletics

Norah Baine

416-926-1325 x 1186

Social Emotional Learning (SEL) Teacher

Amy Faba

416-926-1325 x 1625

Extended Daycare, Co-Curriculars

Carol Klestinec

416-926-1325 x 1701

Technology Integration

Afzal Shaikh

416-926-1325 x 1629

Receptionist & Coverage Coordinator

Nisha Kapileshwarker

416-926-1325 x 5282

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Junior School Faculty JK A Homeroom

Maria Barnden

416-926-1325 x 1621

JK B Homeroom

Yochobel Di Giorgio

416-926-1325 x 1639

JK Associate Teacher

Violeta Chong

416-926-1325 x 1708

SK A Homeroom

Pascal Ou

416-926-1325 x 1601

SK B Homeroom

Julie Selley

416-926-1325 x 1615

SK Associate Teacher

Katherine Cornacchia

416-926-1325 x 1709

Grade 1A Homeroom

Kristy Purcell

416-926-1325 x 1611

Grade 1B Homeroom

Mary Moffat

416-926-1325 x 1612

Grade 2A Homeroom

Sean Rand

416-926-1325 x 1610

Grade 2B Homeroom

Kendra Hutton

416-926-1325 x 1613

Grade 3A Homeroom

Jacquelyn Cummings

416-926-1325 x 1603

Grade 3B Homeroom

Suzanne Newell

416-926-1325 x 1635

Grade 4A Homeroom

Mary Hudson

416-926-1325 x 1609

Grade 4B Homeroom

Jackie Birch

416-926-1325 x 1605

Grade 5A Homeroom

Jill Baptist

416-926-1325 x 1607

Grade 5B Homeroom

Barb Prevedello

416-926-1325 x 1605

Grade 1–5 Art

Andrea Hughes

416-926-1325 x 1706

JK–SK Art

Sheryl Faith

416-926-1325 x 1705

JK–Grade 2 French

Katherine Almeida

416-926-1325 x 1617

Grades 3–5 French

Lara Irick

416-926-1325 x 1618

Librarian

Sara Spencer

416-926-1325 x 1623

Library Technician

Gemma Larcina

416-926-1325 x 1707

JK–Grade 2 Music

Allison Roy

416-926-1325 x 1620

Grades 3–5 Music

Lisa Yorke

416-926-1325 x 1618

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JK–Grade 3 Phys Ed and Athletics

Gillian Hickman

416-926-1325 x 1704

Grades 3–5 Phys Ed and Student Leadership

Jessica Smart

416-926-1325 x 1703

SK–Grade 2 Learning Strategist

Susan Gray

416-926-1325 x 1640

Grades 3–5 Learning Strategist

Robyn Tarshis

416-926-1325 x 1641

Grade 5 Learning Strategist

Jessica Smart

416-926-1325 x 1703

Staff Email Addresses The email address for any staff member is their first initial and last name @yorkschool.com; for example, Conor Jones cjones@yorkschool.com.

Address Junior School 1639 Yonge Street Toronto, ON M4T 2W6 T: 416-926-1325 F: 416-926-9592

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General Parent Information

Communications You can expect to hear from the school in a variety of ways, depending on the sort of message that is being delivered. Here are our most common avenues:

The Flash ▷▷Communications

▷▷Before and After Care

▷▷Morning Arrival/Absences

▷▷School Trips

▷▷Drop-off and Pick-up

▷▷Student Chargebacks

▷▷Pick-up Information Form

▷▷Yearbook

▷▷Uniform

▷▷Allergies

▷▷Food Services Programme

The Flash is an important weekly means of communication between the school and the parent community. It includes information about what the students have been doing in their classes during the week and about the upcoming week’s activities, as well as school-wide events and special days. An email is sent home with a link to the The Flash page on YorkNet. It is the parents’ responsibility to read this electronic newsletter to keep in touch with what’s happening and to keep track of significant dates.

Email Essential communications such as advising parents of an upcoming trip or a teacher touching base about your child generally come by email. Attendance or disciplinary issues may also be communicated by email. Report cards will be sent home by email.

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Phone calls Teachers and administrators may also choose to phone to discuss matters regarding your child. These matters may require immediate attention, and may include disciplinary and attendance issues as well as medical emergencies.

We also welcome phone calls and emails from parents. If parents have any questions or concerns regarding their child or the programme, teachers and administrators are most easily reached by email. For academic concerns, parents should always contact the subject teacher first. For social and emotional concerns, parents may contact their child’s homeroom teacher, the school counsellor, the vice-principal, or the principal.

Website and Social Media Channels Please use this diagram to direct your concerns.

The York School website gives you general information regarding the school, including an up-to-date school calendar and weekly menus for the lunch programme, as well as important links for Co-curricular activities, After care, and Athletics programmes registration and setting up parent-teacher interviews, etc. The York School also engages with the community through various social media channels including Twitter, Facebook and Instagram.

Information Sharing Events Curriculum night, Parent-teacher Interviews, Student-centred conferences, Student-led conferences, Art Show, Coffee Mornings and special student assemblies are important events that keep parents informed about the school programme and their child’s academic progress.

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Academic Concerns

Social/Emotional/ Psychological Concerns

Subject Teacher First

Homeroom Teacher

Junior School Principal or Vice Principal

Junior School Counsellor

Junior School Principal or Vice Principal

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Morning Arrival/Absences JK and SK students may arrive between 8:30 a.m. and 9:00 a.m. Before and After care is included in the tuition for JK and SK; supervision will be provided from 7:30 a.m. onwards for those students who must be dropped off early. When an absence needs to be reported, parents should send an email to 1639attendance@yorkschool.com indicating the reason for the absence along with the date and an indication of a return time. Please copy your child’s homeroom teacher on the attendance email.

Grades 1–5 students should arrive at school no later than 8:15 a.m. so they can put their belongings away and be prepared for homeroom at 8:20 a.m..

Students should not arrive before 8:00 a.m.; however, supervision will be provided from 7:30 a.m. onwards for those students who must be dropped off early.

A nominal fee will be charged to your account.

Students who arrive to school late must sign in at reception. If students are consistently late, parents will be contacted. We encourage as many people as possible to walk, bike or carpool to and from school.

Students should be cautioned to use the crosswalks and obey the traffic lights. Drivers who park off-site, as well as those people who walk, bike or take the TTC, must enter and exit The York School via the Yonge Street entrance.

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At drop-off, parents who are driving to school can either park off-site, use the “kiss and ride” at the Yonge Street door or use the drop-off circle at the back of the school. Between 8:00 a.m. and 8:30 a.m. please enter The York School laneway via The Yorkminster Park Baptist Church parking lot. The access to the church parking lot is from Heath Street East. Drop-off for students Grade 1–5 is from 8:00 a.m.– 8:15 a.m.

On rainy/wet day, students may come into the building and go directly to their classrooms between 8:00 a.m. and 8:15 a.m.

Drop-off and Pick-up Drivers who wish to park off-site can utilize either side of Yonge Street for one-hour parking (until 4:00 p.m.) or the 15-minute school parking zone directly in front of the school. Drivers who park off-site, as well as those people who walk, bike or take the TTC, must enter and exit The York School via the Yonge Street entrance. All students should be picked-up from the playground at the back of the school.

Drivers who wish to utilize the York School laneway via The Yorkminster Park Baptist Church parking lot may do so between 3:15 p.m. and 4:00 p.m. The

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access to the church parking lot is from Heath Street East. Drivers must pick up students according to the following staggered schedule:

3:30 p.m. to 4:00 p.m. JK/SK pick-up 3:45 p.m. to 4:00 p.m. Grades 1–5 pick-up

There is no parking on-site, but we are fortunate to have the availability of free parking on both northbound and southbound Yonge Street. Parents may also park in one of the Green P lots in the area but are not allowed to park in the church lot or in the cemetery. We encourage parents who wish to walk their child into school in the morning to stay and chat with other parents or spend some time in the afternoon before pick-up. To do so, they can park on either side of Yonge Street.

On rainy or wet days, students will be kept in classrooms for pick-up. Teachers use walkie talkies and the PA system to call students to the Gathering Place or the backdoor for pick-up.

Pick-up Information Form To help us ensure your child’s safety, only people listed on the child’s profile on YorkNet will be permitted to pick-up. All updates can be made through YorkNet. On any day that your child will not be going home with the person/carpool indicated on the form, please communicate this to the teacher.

Uniform Students have a summer and a winter uniform, as well as a gym uniform. The summer uniform is worn from the beginning of the school year to October 1, and also from May 1 to the end of the school year. Summer uniform is not mandatory. The winter uniform can be worn throughout the school year.

Summer Uniform ▷▷ green golf (short sleeved) or polo (long sleeved) shirt ▷▷ khaki shorts with a black belt ▷▷ khaki tunic or skort ▷▷ white socks ▷▷ running shoes with non-skid soles ▷▷ green crewneck sweatshirt or grey hooded sweatshirt

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Winter Uniform ▷▷ white golf shirt or white oxford shirt ▷▷ green golf long-sleeve shirt ▷▷ grey pants with a black belt ▷▷ green tartan tunic ▷▷ green tartan kilt is an option in Grades 4 and 5 ▷▷ green cardigan, sweater or vest ▷▷ grey dress socks are worn with the grey pants ▷▷ green knee socks or tights are worn with the tunic or kilt ▷▷ plain black all leather dress shoe with 1” heels, either tie-up or slip-on

Gym Uniform

Food Services Programme The York School food services programme is managed and operated by Aramark Education Services. Snacks and lunches are included for all JK and SK students. There are two options for Grades 1–5 students: ▷▷ A full lunch programme, including snacks, is a year-long programme. The complete lunch package includes an entrée or sandwich/salad bar, soup and dessert, as well as a morning and afternoon snack for $8.00 per day. Please fill out a registration form if you want your child to be on the full lunch programme. Student accounts will be charged at the beginning of each term.

▷▷ black gym shorts ▷▷ grey House t-shirt ▷▷ white socks ▷▷ primarily white running shoes with non-skid soles ▷▷ grey hooded sweatshirt and grey House sweatpants (JK–Grade 3) ▷▷ black two-piece tracksuit (Grades 4 and 5)

▷▷ A day-by-day programme with all of the benefits of the daily lunch menu with the convenience of day to day planning at $8.00 per day. This option does not include snacks. You do not fill out the registration form for the day by day programme. Student accounts will be charged monthly.

Students must wear their uniform properly at all times in school and to and from school. Students must be in proper uniform for physical education classes.

The full lunch programme brochure and registration form are available on YorkNet. For more information, please contact the business office at 416-646-5276.

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Before and After Care

School Trips

The York School Before and After Care is available to all children in JK to Grade 5. Before school care is available from 7:30 a.m. to 8:00 a.m.. After school care is available from the end of the academic programme each day until 6:00 p.m.. Before and after care provides a seamless transition from your child‘s school day to child care. After school, children can relax, play, do homework and have a snack.

Given our emphasis on experiential learning, students engage in a number of school trips. In planning trips to enhance learning, teachers take measures to investigate and mitigate risks, account for contingencies, and inform you, the parents, of the important details of the trip so that you can give proper consent to your child’s participation and support your child’s involvement.

For students who are registered in advance, a fee of $12.00 per hour is billed to your school account monthly. This hourly rate is billed in 15 minute increments. This option reserves your place for the entire school year.

The system for informing parents involves three levels of information.

For students in the Junior School who use the before and after care Programme on an occasional basis or for students who are not picked up by 4:00 p.m. or 15 minutes after an after-school activity, parents will be billed at a rate of $14.00 per hour. This hourly rate is billed in 15 minute increments.

For more information about the Before and After Care Programme, for advanced full-time registration or for reserving a spot before noon on any day that care is required, please contact Carol Klestinec at 416-926-1325 x 1701.

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Level I trips are simple trips within the city that pose level of risk that would commonly be met by your child in the course of a school day. These include trips to the museum, theatre, sports facility, or music venue. All parents provide a blanket consent for these trips at the beginning of the year. You will be notified of the details of any such trip ahead of time by a Level I trip form that will be sent by email, and you have an opportunity to reply and share any concerns regarding your child’s involvement. Otherwise, we will rely upon the blanket consent having been given at the beginning of the year.

Level II trips typically involve a higher level of risk, an unfamiliar setting, an overnight stay, and/or possibly less immediate access to emergency services. Examples would include trips to Camp

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Oochigeas, a climbing wall in the city, a swimming pool, a skating rink, a ski hill, an all-weekend debating tournament, the CN tower climb, or an amusement park. Parents will receive notice of the particulars of any Level II trip, including the risks, and will have to provide specific written consent for each trip.

Level III trips are trips which require a great deal of planning and a high level of expertise and where it is essential that parents have an opportunity to fully understand the trip before providing their consent.

Examples would include extended international travel and adventurous activities such as those taking place in the wilderness — e.g., backpacking, canoeing (flat and moving water), kayaking, dog sledding, horseback riding and winter camping. All such trips will involve a meeting with parents in which parents have an opportunity to ask questions and receive informed answers. In most cases, students will meet with the group leaders ahead of time and receive extensive preparation, which may include the checking of personal clothing and equipment.

We encourage parents to communicate any concerns regarding their child’s involvement in the trip to the trip leaders at an early stage. Keep in mind that we rely upon the medical information that parents provided at the beginning of the year and that any changes in that information must be made known to the administration.

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Student Chargebacks The teachers hand out all the necessary supplies, folders, notebooks, workbooks and textbooks, as well as the student agendas to the students. Any costs associated with class trips will also be charged to their student account.

Yearbook Perspective, the Junior School yearbook, is published each year in hardcover as a photographic record of the school year’s events. The cost for a yearbook is added to student accounts. The Junior School yearbook is distributed in June.

Allergies There are a number of students throughout the Junior School who have life-threatening allergic reactions called anaphylaxis. This means that their airways can close and they can stop breathing. Typical anaphylaxis triggers include insect stings, medication, exercise, latex and, most often, specific foods. In Canada, the

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top food allergens are peanuts, pine nuts, tree nuts, sesame seeds, beans, fish, crustaceans and shellfish, sulphites, wheat, milk, soybeans and eggs.

In an effort to provide the care that severely allergic children may require, the allergy is noted on our database and we post Anaphylaxis Alert posters for these children in the staff room, in the main office, in the kitchen and in the child’s homeroom. The students are required to have 3 Epipens with them at the start of each school year (each Epipen should include that child’s name). The students are required to wear one Epipen on them at all times; as well, we keep one in the office and one in the kitchen. In addition, to avoid a severe or even fatal reaction for students with nut or nut related products, The York School makes every effort to be a peanut-restricted environment. Foods prepared in our cafeteria do not knowingly contain peanuts, nuts or nut-related products or sesame. We do not permit any sharing of food or utensils. The tabletops are washed between each lunch shift.

you send them to school. If your children have peanut butter or any other nut-related product for breakfast, please ensure that they brush their teeth and wash their face and hands before going to school.

Should you have any questions, please do not hesitate to contact your child’s homeroom teacher.

Thank you for your consideration and cooperation in helping to make The York School a safe environment for all our students.

Although children with food allergies are taught and encouraged to be vigilant about the foods they consume, in an attempt to avoid a crisis we ask that when you pack snacks and lunches, you do not send any foods that contain peanuts, nuts or nut-related products. Foods that have the “May contain…” label are unacceptable, as are foods that specify nuts and seeds in the ingredients list. You must always read the list of ingredients on all pre-packaged foods before

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Junior School Food Policy ▷▷Rationale

▷▷Parent Responsibilities

▷▷Policy

▷▷Snack Policy

▷▷School Responsibilities

▷▷Birthday Policy

Rationale Evidence suggests that eating healthy foods can help with academic performance and attention span in the classroom while maintaining positive moods and sustained energy levels throughout the day.

Healthy childhood diets reduce the risk of colds and flu, and can impact long term wellness. Educating children now can help them to develop the skills and understanding to make healthy lifestyle choices later.

Policy The York School is committed to providing balanced and nutritious food choices to promote a healthy lifestyle. With this in mind, The York School has partnered with Aramark to develop an exceptional food services programme that enhances the student’s experience by providing them with fresh, nutritious food with an emphasis on health and environmental sustainability.

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School Responsibilities

Parent Responsibilities

▷▷ Monitor and evaluate the opportunities for promoting healthy lifestyles ▷▷ Educate students through our physical and health education programme, as well as through school-wide activities ▷▷ Provide daily hot entrees, following Canada’s Food Guide, which are wholesome and nutritious ▷▷ Focus on providing products that are lower in trans and saturated fat, sugar and salt ▷▷ Make every effort to ensure that all foods are nut-free ▷▷ Make every effort to customize food for specific dietary needs ▷▷ Oversee and guide students’ meal choices ▷▷ Educate students on reasons for not sharing food ▷▷ Monitor the type and number of treats brought in to school for special events ▷▷ Provide parents with nutritional information through the Flash and other school communications ▷▷ Provide guidance to parents on healthy lunch and snack choices ▷▷ Support the continuation of a nutrition committee consisting of staff, faculty and parents

▷▷ Send in balanced and nutritious lunches and snacks ▷▷ Ensure that all foods sent to school are nut-free ▷▷ Reinforce the “no sharing” policy ▷▷ Use reusable containers whenever possible ▷▷ Only provide food for the class when requested by the teacher

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To enrol in the lunch programme, you will be sent an online form through YorkNet.

Snack Policy For those students who are on the meal plan, healthy snacks are provided both in the morning and the afternoon. For students who are not on the meal plan, we request that healthy snacks be sent for both the morning and afternoon nutrition breaks.

Snacks should: ▷▷ be balanced and nutritious ▷▷ be nut-free (both peanut-free and tree nut-free) ▷▷ not cause “food envy” among students. No junk food, sugary treats, juice, chocolate milk, and other “enviable” foods are acceptable and will be returned home. ▷▷ send reusable containers whenever possible ▷▷ send in a reusable water bottle filled with water

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Birthday Policy In order to honour student birthdays, and to continue to promote healthy eating, birthdays will be celebrated three times a year. The York School, in collaboration with Aramark, will provide a sweet treat to celebrate on the following three occasions throughout the year: Students celebrating birthdays during Term 1 (August, September, October, November) will share a treat in November.

Students whose birthdays land during Term 2 (December, January, February, March) will share a treat in March.

Students whose birthdays fall end of year (April, May, June, July) will share a treat in June.

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Junior School Protocols / Procedures for Sick Children ▷▷Forms ▷▷Assessment Protocol ▷▷Treatment

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Forms All forms are completed on YorkNet. During the school year, parents are responsible for updating any changes (address, medical information, etc.) to the child’s profile on YorkNet.

Assessment Protocol ▷▷ Children who are not feeling well during the school day are directed to reception. ▷▷ At no time will a sick child be left unattended. ▷▷ Assessment of the symptoms is made by discussing with the child his/her symptoms, history and/or current medical conditions. When necessary, the child’s health information is checked on the database. ▷▷ If child is warm or has flu-like symptoms, the child’s temperature is taken.

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Treatment ▷▷ A call is made to parents informing them of their child’s illness and/or symptoms and a decision is made regarding ongoing school participation. ▷▷ Medication may also be administered (i.e.: Advil, Tylenol, Benadryl) to the child once permission has been granted over the phone from the parent or caregiver. The medication time and dosage is notated in the medicine records sheet. All medication is in a locked cabinet. ▷▷ Occasionally we are asked to administer medication throughout the day. We ask that the medication be labelled and full instructions are enclosed on time and dosage. ▷▷ Children with a fever (37.5˚ C or greater) must go home as soon as arrangements can be made. If the child needs to, he or she can stay resting in the health room bed. Children must be fever free for 24 hours before returning to school. ▷▷ Children with cuts or bruises may also be sent to reception. Any break in the skin is cleansed with hydrogen peroxide and then covered with an appropriately-sized Band-Aid. ▷▷ Bumps from play or gym are treated with ice packs and monitored for swelling for a period of time in reception.

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▷▷ We will request a child to be picked up if they display symptoms of any of the following conditions: ○○Chicken pox ○○Strep throat ○○Vomiting and/or diarrhea ○○Skin infections ○○Eye infections ○○Parasitic infections such as lice or scabies ▷▷ Any child with an injury to the head is sent to reception to be treated and parents are called immediately. Access The York School Concussion Policy. ▷▷ Trained First Aid may be called in, and if necessary, 911 is called in the instance of serious illness or injury. Parents will be notified immediately by telephone in such cases.

Accident forms are filled out and kept on file.

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Junior School Protocols / Procedures for Lice ▷▷Assessment and Prevention Protocol ▷▷Treatment and Return to School Protocol

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Head lice are passed from one person who has had lice to another with whom he/she is in close head-to-head contact. Alternatively, a person may be infested by sharing items such as a brush, hat, scarf or pillow previously used by an infected person.

Assessment and Prevention Protocol ▷▷ Each school year, the Junior School arranges to have The Lice Squad, a professional head lice removal company, come to school for four separate visits. Each student is checked. ▷▷ As a precaution, it is recommended that parents also take the time, in between Lice Squad visits, to perform head checks periodically at home. ▷▷ If a student has contracted head lice and the lice has been detected, either by the Lice Squad or at home, the school must be notified. ▷▷ If lice are discovered at home, parents are asked to contact Kate Boynton (kboynton@yorkschool.com 416-926-1325 x 1614) directly with the student’s name and the relevant details. While the name(s) of the student(s) who have contracted lice remains confidential from the school community, it is important from a health and safety perspective, that the school is able to notify families in the appropriate grade(s) to reduce the possibility of increased transmission and spread of lice. ▷▷ It is also suggested, that if the student is infested and has recently gone to a slumber party or an

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event where head-to-head contact may have taken place, that parents, at their discretion, contact parents of the other children who might be affected. ▷▷ If active lice are found in a routine Lice Squad check during the school year, the student will be sent home immediately. ▷▷ Students with dead casings will not be sent home but parents will be called to notify them of the finding. ▷▷ In both cases, the student will be given an inspection and information sheet from the Lice Squad to be reviewed at home.

▷▷ Students must be free of eggs before returning to school. ▷▷ Parents must either send a note, which must be reviewed by Kate Boynton upon the child’s return to school or provide Ms. Boynton with a Lice Head Check Verification sheet. ▷▷ The note must outline the type of treatment that was given and when, and confirm that the child is free of eggs. ▷▷ If a parent is uncertain of whether or not the child is actually free of eggs, even after treatment, it is strongly suggested that the parent contact a professional lice removal company. ▷▷ Please note that if the returning student is not free of eggs, parents will be contacted to make arrangements for their child to return home.

Treatment and Return to School Protocol ▷▷ Affected students must undergo the recommended treatment outlined by either a lice removal and prevention clinic or by the Toronto Public Health lice treatment. ▷▷ Parents may contact a lice removal and lice prevention clinic for either an at-home service for lice removal or to order nit removal supplies. ▷▷ The cost of any treatment is the responsibility of the parent. ▷▷ Pharmacists also provide many lice removal products and kits are sold over the counter in most pharmacies.

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Athletics ▷▷Philosophy

▷▷Schedules

▷▷Gladiator Athletic Development Programmes (GADPs)

▷▷Uniforms/Transportation

▷▷Interscholastic League Teams at the Junior School ▷▷Sign-ups, Practices and Attendance

Philosophy The athletics programme at The York School focuses on providing exposure to a wide variety of sports at all levels. In the Junior School, the emphasis is a balanced mix between participation and competition. Our objective is to provide positive athletic experiences for our student athletes that will promote their participation in lifelong physical activity.

▷▷Athletic Assembly ▷▷Athletic Counselling ▷▷Athletic Code of Conduct

Gladiator Athletic Development Programmes (GADPs) These developmental programmes allow our students to continue their development and exposure to a variety of sports both at lunch and after school.

All students from JK to Grade 5 are eligible for various clinics and programmes.

Fall Athletic Exploration, Movement, Basketball, Fitness, Soccer Winter Fitness, Yoga, Boxing Spring Fitness, Dance, Soccer, Boxing

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Interscholastic League Teams at the Junior School Fall ▷▷ U9 co-ed soccer ▷▷ U10 co-ed soccer ▷▷ U11 co-ed soccer ▷▷ U11 girls basketball ▷▷ U9/10/11 cross country (Grades 3–5) Winter ▷▷ U9 co-ed basketball ▷▷ U10 boys basketball ▷▷ U11 boys basketball ▷▷ U11 girls volleyball Spring ▷▷ U9/10/11 track and field (Grades 3–5)

Sign-ups, Practices and Attendance At the beginning of each season, all interested students have a chance to join our GADPs or to join an interscholastic team. Student athletes are expected to attend all practices. Unexplained missed practices may result in game suspensions. All student athletes are expected to attend championships tournaments.

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Practices are scheduled before and after school.

Morning practices are held from 7:00 a.m. to 8:00 a.m. and the Glen Elm doors open at 6:50 a.m.. Afternoon gym practices run from 3:45 p.m. to 5:00 p.m.. The GADPs run at lunch recess or after school from 3:45 p.m. to 5:00 p.m.. Students are either picked up after practices/GADPs or they may walk home if written permission is provided to the school.

Schedules As each team is finalized, it is given a practice and game schedule. Game and/or practice schedules are posted on the school website via a live web link.

Occasionally, last-minute changes occur. Parents can check by going to the team page or by calling the school office.

Uniforms/Transportation All team members are given a uniform, which is their responsibility for the season. A lost uniform will require a $100 replacement fee to be paid at the end of the season. Transportation comes in the form of school buses. Our bus provider is Coach Canada.

For weekend commitments, students will mostly be dropped off and picked up by parents; however, if an away game is outside the city, a bus will be provided.

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Athletic Assembly There is a Junior School Athletic Assembly in late May or early June. The Junior School Assembly recognizes the achievements of sport development athletes and interscholastic teams. Parents of these students are invited to attend this ceremony, which takes place in our Junior School gymnasium. Advance notice of the Athletic Assembly is always given to our entire community.

A dismissal from a team shall be reviewed by the Director of Athletics to determine the student-athletes eligibility to participate on school team for the next term.

Athletic Code of Conduct This code is part of the school’s Core Agreement and can also be found on YorkNet. Each student athlete signs this document once a year.

Athletic Counselling Student athletes who do not conduct themselves in accordance with this Code of Conduct will participate in the Athletic Counselling process which will include the Athletic Director, coaches, teachers, advisors, and parents. All cases will be documented and discussed and may result in the following: ▷▷ verbal reprimand from the coach ▷▷ reduced playing time ▷▷ sitting out and observing ▷▷ not dressing for a game ▷▷ not attending a game or games ▷▷ dismissal from the team

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Assemblies

Student Life ▷▷Assemblies

▷▷Birthday Parties

▷▷House System

▷▷Acceptable Use of Technology Policy

▷▷Student Council ▷▷The Student Code of Conduct

The Junior School assemblies, which take place on Fridays, are held in the gym from 8:30 a.m. to 9:15 a.m.. Assemblies connect the learning in the classroom through student performances, presentations, guest speakers and special celebrations. Parents are invited to attend assemblies in which their children are performing or being recognized.

House System All York students belong to one of four Houses named after historically significant Canadians, two women and two men, to reflect the coed nature of the school.

Siblings are always assigned to the same House.

Champlain House ▷ Samuel de Champlain

Explorer, cartographer and Governor of New France.

Johnson House ▷ Pauline Johnson

Métis poet best known for her poetry celebrating her native heritage.

McClung House ▷ Nellie McClung

A suffragette, reformer, legislator and author.

Simcoe House ▷ John Graves Simcoe

First lieutenant-governor of Upper Canada, founder of the Town of York.

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The House system provides an excellent opportunity for students of all ages and grades to be together, and encourages development of leadership skills.

Student Council Student Action Team — Class Representatives Grades 1–5 students participate in the Junior School Student Action Team. Two representatives from each class are elected by their classmates at the beginning of the year. All students who have not been on Student Action Team the previous school year are eligible to run for this position. The Student Action Team introduces the students to the principles of representative leadership and decision making under the guidance of faculty members. Being on the Student Action Team is something that will help our students become responsible and active members of the community.

students enter Grade 5. The interviews are with staff members involved with the Student Action Team.

House Captains are members of the Student Action Team and, with staff support, are responsible for facilitating house meeting, house challenges as well as supporting the initiatives of the Student Action Team.

Grade 4–5 Leadership Programme Grade 4 and 5 students participate in the student leadership programme. At the beginning of the year, Grade 4 and 5 students participate in a leadership retreat and leadership fair. They have the choice of various leadership positions throughout the school where they have the opportunity to build leadership skills and provide guidance to younger students.

Student Action Team — House Captains Grades 5 students have the opportunity to participate as House Captains. Two representatives from each house are selected through an interview process. Interviews are held in the spring prior to

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The Student Code of Conduct One of The York School’s core values is providing a safe and inclusive learning environment where all school members feel comfortable, accepted and supported. In this regard, our Code of Conduct promotes responsibility, respect, civility, citizenship and academic excellence, and sets clear standards of behaviour.

Our Code of Conduct is intended to benefit all members of the school community: students, administrators, staff, parents and guardians, as well as all visitors, volunteers and community users while on school property or on school buses, at school-authorized events or at off-site school activities.

Student Responsibilities Academic It is the responsibility of students to: ▷▷ be punctual; ▷▷ be prepared for class; ▷▷ display academic honesty and integrity; ▷▷ attend all classes; ▷▷ be attentive in class; ▷▷ participate fully in the activities of the class;

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▷▷ meet assignment deadlines; ▷▷ make up missed work when absent; ▷▷ be respectful of the efforts of fellow students to learn without interference; and ▷▷ be respectful of teacher instructions.

Interpersonal Respect and Responsibility It is the responsibility of students to: ▷▷ demonstrate respect towards all school members; teachers, staff, peers and parents; ▷▷ treat everyone in the school with respect, generosity and kindness; ▷▷ respect other people’s need to be free from physical harm; ▷▷ judge people by their actions not their appearance; ▷▷ respect and accept people who may have different beliefs or ideas; ▷▷ respect the feelings of others and act to make other people feel included in our community; ▷▷ respect the property of the school and the personal belongings of others; ▷▷ follow the directions and guidance given by all people in authority; and ▷▷ follow the environmental policies of the school.

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Taking Responsibility of Self

Staff Responsibilities

It is the responsibility of students to: ▷▷ present themselves to the school community in a manner that instills the trust and respect of others; ▷▷ use appropriate language; ▷▷ maintain the school uniform properly at all times; ▷▷ behave in a respectful manner at all times, demonstrating politeness and sobriety; ▷▷ know, respect and follow the rules and regulations of the school; and ▷▷ arrive and depart school at the set school times.

It is the responsibility of The York School to: ▷▷ establish a process that clearly communicates the Code of Conduct to all parents, students, and staff members; ▷▷ employ effective intervention strategies and respond to all infractions in a timely and respectful manner; and ▷▷ take proactive measures to create a safe and respectful learning environment.

Head of School School Safety It is the responsibility of students to: ▷▷ act in a manner that ensures their own safety and that of other members of our school community; and ▷▷ not bring anything into the school that might endanger their own safety and the safety of others, whether that be a weapon, toxic chemical or an intoxicating substance.

It is the responsibility of the Head to: ▷▷ ensure that the Code of Conduct is reviewed regularly; and ▷▷ act as adjudicator with respect to any contested suspensions and/or expulsions, and authorize all expulsions.

Principal It is the responsibility of the principal to: ▷▷ review the Code of Conduct regularly with students, staff, and parents; ▷▷ hold everyone under their authority accountable for their behaviour and actions; ▷▷ demonstrate respect for all members of the school community;

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▷▷ establish and maintain consistent disciplinary practices in the school; and ▷▷ thoroughly investigate all disciplinary matters brought to their attention and determine disciplinary consequences for all such matters.

Teachers and Other School Staff Members It is the responsibility of teachers and other school staff members to: ▷▷ demonstrate respect for all members of the school community ▷▷ know and reinforce with the students their roles and responsibilities as set out in the Code of Conduct ▷▷ intervene promptly and appropriately to address incidents as they occur; ▷▷ assist the principal by reporting incidents and assisting the principal in conducting investigations; ▷▷ empower students to be positive leaders in their classroom, school and community; and ▷▷ hold everyone under their authority accountable for their behaviour and actions.

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Parent Responsibilities It is the responsibility of all parents to: ▷▷ Demonstrate respect for all students, staff, volunteers and other members of the school community; ▷▷ Support the efforts of the school’s staff in maintaining a safe and respectful learning environment; ▷▷ Know and reinforce with their child their roles and responsibilities as set out in the Code of Conduct; ▷▷ Support and assist staff in dealing with disciplinary issues involving their child; ▷▷ Show an active interest in their child’s school work and progress; ▷▷ Ensure that their child attends school regularly and on time; ▷▷ Help their child to be dressed in proper school uniform, and to be prepared and ready to learn; ▷▷ Promptly report their child’s absence or late arrival; and ▷▷ Contact the school through proper channels of communication if they have a concern.

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Anti-bullying Policy Students and staff at The York School have a right to teach and learn in a supportive, caring and safe environment without fear of being bullied.

To ensure this, students and staff have worked together to develop an anti-bullying policy which identifies bullying behaviour and helps students develop strategies to deal with problems in a non-violent manner.

“Bullying” means aggressive and typically repeated behaviour by a pupil where, the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of: ▷▷ causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or ▷▷ creating a negative environment at a school for another individual, and ▷▷ the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education; (“intimidation”)

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Bullying behaviour includes the use of any physical, verbal, electronic, written or other means.

Bullying by electronic means (commonly known as cyber-bullying), includes: ▷▷ creating a web page or a blog in which the creator assumes the identity of another person; ▷▷ impersonating another person as the author of content or messages posted on the internet; and ▷▷ communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.

Bullying Behaviour Verbal Abuse Name calling, making fun of someone who says something wrong or different, or bossing others around. Two commonly used forms of abuse are nicknames and physical threats. The latter can be used to extort or steal property from another person.

Physical Abuse Bullying behaviour in this instance often incorporates pushing, shoving, kicking, punching, etc.

Exclusion This means ignoring, gossiping or spreading rumours which results in isolation of an individual from a group setting.

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Bullying can take place: ▷▷ In school — in classrooms, lunchrooms, hallways, washrooms and at lockers ▷▷ On school property — in the schoolyard, at the front of the school ▷▷ On a school trip ▷▷ To or from school ▷▷ Outside school, through electronic means, including telephone and over the internet Bullying usually happens when an authority figure is out of sight, often beyond school property.

Student Strategies to Deal With or Reduce Bullying ▷▷ Be firm and clear. Look the bully in the eye and tell him/her to stop. ▷▷ Do not fight back. Get away from the situation. ▷▷ Try to reach an adult as quickly as you can. ▷▷ If you are afraid to tell a teacher, have a friend go with you. ▷▷ Keep on speaking up until someone listens. ▷▷ Don’t blame yourself for what has happened.

If you witness bullying behaviour, employ some of these strategies immediately. By watching and doing nothing, you look like a participant who is siding with the bully which only makes the victim feel worse about the situation.

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Role of School The school programme’s is integrated into the curriculum which instills positive values, creates an awareness of bullying behaviours, and encourages appropriate behaviour toward others.

The York School, through the agency of its teachers, counsellors and administration will: ▷▷ Educate students in an age-appropriate manner regarding all forms of bullying ▷▷ Treat each alleged incident of bullying seriously and with due regard for the nature of the allegations, the overall spirit and terms of our Code of Conduct, and with respect for all persons who might be involved. ▷▷ Involve teachers, counsellors, parents and students in the process of dealing with allegations, as may, in the balance of all interests, be best for the people involved.

Role of Parents ▷▷ Be aware of changes in your child’s behaviour that could indicate difficulties at school. ▷▷ Do not encourage your child to fight back which makes the situation worse. Instead, encourage them to appropriately assert themselves and to practice self-preservation. ▷▷ Do not let the situation persist for an extended period of time without intervention. It is not normal

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childhood behaviour or “a phase,” and it will not go away by itself. Parents must not hesitate to inform the school about bullying activities. ▷▷ Encourage your child to talk. She/he may be ashamed, scared, or think it’s her/his fault.

of the student. In all cases, students will be expected to pay for or replace property if it is damaged or unrecoverable.

A more subtle, but no less effective bullying technique, is based on excluding one or two students from a party or Bar/Bat Mitzvah. On occasions when one child is likely to be excluded from a social event, host parents must intervene and take a very firm stand. Either overrule your child and invite the entire class, or limit the invitations to just a few students.

Birthday Parties

Respect for Property Policy The York School does not tolerate theft or actions taken to damage the property of others.

The York School students and staff should feel their possessions are respected by others. We expect students to respect property of classmates, teachers, staff and the school. We also expect they will show the same courtesy during school-related activities and toward others in our community. Students who steal or damage the property of others will be subject to disciplinary measures to be meted out by the Principal, taking into consideration the nature of the act, the value of the property stolen or damaged, the history of such offences known to have been committed by the student, and the age and maturity

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In an effort to accomplish our goal of inclusion, the birthday party policy is part of our Anti-bullying Policy, which is also included in this handbook. In the policy it states that a more subtle, but no less effective bullying technique, is based on excluding one or two students from a party. We hope that there will be no occasion to exclude one or two children from a social event; and we strongly encourage host parents to include all members of a class group when organizing a birthday party. If this is not possible, we ask that you limit the invitations to just a few students.

Acceptable Use of Technology Policy The York School believes in the meaningful use of technology to enhance teaching, learning and communication across the curriculum. In the pursuit of this goal students and parents are asked to agree to the following policies: ▷▷ Equipment will be treated with respect and the safety procedures taught will be followed.

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▷▷ The laptop will be held correctly with two hands while walking to and from the laptop carts, and there will be no running or pushing. ▷▷ After using the laptop, programmes will be exited correctly and the laptop correctly shut down before it is returned to the laptop cart. ▷▷ The laptop will always be plugged in for recharging when it is returned to the cart. ▷▷ The school equipment is provided to enhance learning and not for entertainment. For this reason, computer games are not to be played at school unless they are games assigned by a teacher. ▷▷ Steps will be taken to minimize printing, including asking for permission before printing. ▷▷ While using the internet, only sites provided by the teacher will be used. ▷▷ Students will only access email, chat rooms or social networking sites with permission from a teacher and in the service of classroom objectives. ▷▷ Students with email will be directed to set a personal password at the beginning of the year and share it with their homeroom teacher. This will remain their password for the entire year. ▷▷ Passwords will not be shared, except with teachers and parents. ▷▷ Private information such as names, addresses, phone numbers or school information will not be entered online without the direction permission of a teacher. ▷▷ Material researched online, including images, will be only used when the source is acknowledged correctly.

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▷▷ Students are responsible for all online activity, including that which takes place off-site, and will be held responsible for any inappropriate use that relates in any way to any member of our school community or school equipment. ▷▷ Students are personally responsible for messages sent, and no inappropriate language or message content will be tolerated. ▷▷ Students may not record or take pictures of others without the person’s direct permission, as this is against privacy laws.

Electronic Personal Equipment Policy ▷▷ Students shall not bring any personal electronic devices to school as they are not permitted to use them at any time during the school day while on school property or on school outings. The only exception is when a teacher has asked the students to bring in a specific electronic device for use in class. ▷▷ Students who bring a cell phone to school must keep it in their locker throughout the school day as its use is not permitted in school. ▷▷ The IT Department does not support personal mobile devices, tablets or laptops.

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Academics ▷▷IB Primary Years Programme ▷▷Home Learning Philosophy (PYP) ▷▷Field Trips ▷▷The York School ▷▷Co-Curricular Activites Program of Inquiry ▷▷Technology ▷▷Assessment ▷▷Curriculum Information ▷▷Levels of Understanding ▷▷Library (Grades 1–5) ▷▷Reporting

▷▷Tutoring

We are committed to supporting each student’s development in a safe, caring environment. We focus on the whole child, nurturing their individual talents and critical thinking skills. Our students learn to become compassionate, positive influences in the world. As an IB World School, our students learn through inquiry-based instruction in all subject areas including mathematics, visual arts, drama, music, physical education, french, science and social studies.

Students are encouraged to: ▷▷ explore, wonder and question ▷▷ experiment and play with possibilities ▷▷ research and seek information ▷▷ develop and test theories ▷▷ elaborate on solutions to problems ▷▷ take action At The York School, children get the individual attention and support they need to thrive emotionally, physically, socially and intellectually

The York School Mission The York School’s mission is to develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.

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IB Primary Years Programme (PYP) The York School has been committed to the philosophy and inquiry-driven pedagogy of the International Baccalaureate School Primary Years Programme (PYP) since 2003.

At The York School, we believe that learning becomes engaging, relevant, challenging and significant when students get to ask questions and become involved in their own education.

Many resources have been used to develop our curriculum in the Junior School, including the Ontario Ministry of Education Elementary Curriculum, the International Baccalaureate (IB) PYP Scope and Sequence documents and up-to-date pedagogical research.

The five essential elements of the PYP are: knowledge, which is both disciplinary, represented by traditional subject areas (language, maths, science, social studies, arts, PSPE) and transdisciplinary; concepts, which students explore through structured inquiry in order to develop coherent, in-depth understanding, and which have relevance both within and beyond subject areas;

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skills, which are the broad capabilities students develop and apply during learning and in life beyond the classroom; attitudes, which contribute to internationalmindedness and the wellbeing of individuals and learning communities, and connect directly to the IB Learner Profile; action, which is an expectation in the PYP that successful inquiry leads to responsible, thoughtful and appropriate action.

At the heart of the IB PYP is a core set of values that define what it means to be an internationally-minded person. All members of our community, (adults and children) strive to be: ▷▷ Inquirers ▷▷ Knowledgeable ▷▷ Thinkers ▷▷ Communicators ▷▷ Principled ▷▷ Open-minded ▷▷ Caring ▷▷ Risk-takers ▷▷ Balanced ▷▷ Reflective To learn more about the PYP programme please visit the official International Baccalaureate website.

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The York School Programme of Inquiry

Who we are

Where we are in place and time

How we express ourselves

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An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnect-edness of individuals and civilizations, from local and global perspectives.

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

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How the world works

How we organize ourselves

Sharing the planet

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understand- ing of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

An inquiry into rights and responsibilities in the struggle to share finite resources with other people, and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

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Assessment Teachers use a wide range of assessment strategies to collect information on each of the elements of the International BaccalaureateÂŽ (IB) Primary Years Programme (PYP) including, the understanding of concepts, the acquisition of knowledge, the mastery of skills, the development of positive attitudes and the ability to take responsible action. Assessment is ongoing and pervasive in the Junior School.

Assessment for learning (diagnostics and formative assessments) is where teachers provide students with descriptive feedback and coaching for improvement.

Assessment as learning helps all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

Levels of Understanding (Grades 1 through 5) Level 1 The student is beginning to develop some understanding of the required knowledge, concepts and skills. The student requires ongoing support to demonstrate his/her learning.

Level 2 The student is developing an understanding of the required knowledge, concepts and skills. The student requires frequent support to demonstrate his/her understanding.

Level 3 The student consistently demonstrates a considerable level of understanding of the required knowledge, concepts and skills.

Level 4 Assessment of learning (summative assessments) gives students, teachers and parents insight into student understanding and allows students to demonstrate what has been learned.

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The student consistently and independently demonstrates an applied and in-depth understanding of the required knowledge, concepts and skills.

His/her understanding is accurate and thorough.

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Reporting JK–Grade 5 parents participate in parent-teacher interviews, which take place in October following the first progress report (Grades 1–5). The October progress report is an anecdotal report highlighting the student’s transition to the grade. During the parent-teacher interviews, teachers provide parents with information about the student’s progress, development and needs.

Report cards are sent home twice a year, in January and June.

JK and SK parents participate in parent-teacher interviews, again, in January/February following the January report card.

Students and parents from Grades 1–5 participate in Student-centred conferences in January/February.

Student-centred conferences differ from the traditional parent-teacher interview as the student is present and is an active participant. The focus of the conference is on student goal setting in order to support student learning. During the student-centred conference, each participant, teacher, student, and parent, have a specific role. The teacher facilitates the discussion and the student and parent are encouraged to contribute. A student-centred conference should focus on recognising and

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celebrating the progress that a student has made in his/her learning, and identify the next steps that need to be taken, within a supportive environment. Parents should be aware that the priority of student-centred conferences is to focus on discussing a student’s progress in ways that motivate and encourage the child in his/her future learning.

Finally, a student-centred conference is not intended to be a rehearsed performance by the student, but a genuine conversation that encourages objective and realistic discussion of the student’s learning progress.

Student-led conferences take place in April and involve the parents and student. The student takes responsibility for leading the conference, and also takes responsibility for their learning by sharing the process with their parents.

Kindergarten Report Card In Kindergarten, the learning expectations are connected with four “frames”: ▷▷ Belonging and Contributing ▷▷ Self-Regulation and Well-Being ▷▷ Demonstrating Literacy and Mathematics Behaviours ▷▷ Problem Solving and Innovating Student learning in these four areas is evaluated and described in this report.

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Belonging and Contributing focusses on children’s: ▷▷ sense of connectedness to others; ▷▷ ability to form relationships and make contributions as part of a group, a community, and the natural world; ▷▷ development of understanding of how people relate to one another and to the world around them.

What children learn in connection with this frame provides them with a sense of being personally connected to various groups and communities, and lays the foundation for developing the traits and attitudes required for responsible citizenship.

Self-Regulation and Well-Being focusses on children’s: ▷▷ ability to understand their own thoughts and feelings, to see that others may have different thoughts and feelings, and to respect those differences; ▷▷ ability to understand and manage their emotions and impulses, find ways to deal with distractions, and be aware that their actions have consequences; ▷▷ awareness of their physical and mental health and wellness.

Demonstrating Literacy and Mathematics Behaviours focusses on children’s: ▷▷ ability to communicate their thoughts and feelings in various ways, using their bodies, words, symbols, images, constructions, and/or other forms of expression; ▷▷ “literacy behaviours” — the various ways in which children use language, images, and materials to express ideas and emotions as they respond to words and stories, begin to think critically, and begin to read and write; ▷▷ “mathematics behaviours” — the various ways in which children use concepts of number and pattern during play and inquiry; process various kinds of information, and begin to grasp mathematical relationships, concepts, skills, and processes; ▷▷ curiosity about literacy, mathematics and love of learning in general, as they develop the habit of learning for life.

What children learn in connection with this frame develops their capacity to think critically, to understand and respect many different perspectives, and to process various kinds of information.

What children learn in connection with this frame allows them to focus, to learn, to respect themselves and others, and to promote well-being in themselves and others.

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Problem Solving and Innovating focusses on children’s: ▷▷ desire to explore the world out of natural curiosity, which develops their minds, their senses, and their bodies; ▷▷ desire to make meaning of their world by asking questions, testing theories, solving problems, and using creative and analytical thinking; ▷▷ confidence to explore the innovative thoughts and activities that naturally arise with an active curiosity, and to apply those ideas as they interact with others and with the world.

What children learn in connection with this frame will help them develop the habit of applying creative, analytical, and critical-thinking skills in all aspects of their lives.

What children learn in connection with the four frames lays the foundation for developing traits and attitudes they will need to become active, contributing, responsible citizens and healthy, engaged individuals who take responsibility for their own and others’ well-being.

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Home Learning Philosophy

At The York School, we believe that home learning connects the home and school allowing parents and children to share aspects of the child’s learning. The goal of home learning is to foster positive attitudes and habits requiring home involvement and the reinforcement of concepts, knowledge and skills introduced in class. For students in upper grades, it may play a more direct role in fostering improved school achievement. In all cases, homework will be individualized to meet the needs of students, especially if specific reinforcement is required.

At the Junior School, we value… ▷▷ play, ▷▷ rest, ▷▷ literacy, ▷▷ balance, ▷▷ time with families.

The purpose of homework is to: ▷▷ develop literacy through daily reading; ▷▷ continue inquiry through discussions and questions; ▷▷ develop time-management skills; ▷▷ review and practise learned skills independently; ▷▷ further develop conceptual understandings.

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Individual needs The needs of the individual student are the most important factor when determining homework.

For example, some students may benefit from homework that is assigned specifically to develop a particular skill.

JK & SK

Grades 1 & 2

Grades 3 & 4

Grade 5

Literacy Daily reading: ▷▷ Read to self ▷▷ Read with someone ▷▷ Listen to reading ▷▷ Read in English, Mother tongue or French Spelling practise (as applicable by grade) Additional skills practise (skills consolidation, vocabulary, journal writing) as assigned by homeroom and learning resource teacher

Homework Looks like: ▷▷ daily reading ▷▷ discussion questions based on inquiry ▷▷ people sitting together ▷▷ making eye contact Sounds like: ▷▷ talking ▷▷ connections and interactions ▷▷ sharing ideas ▷▷ two-way conversations Feels like: ▷▷ success ▷▷ positivity ▷▷ balance ▷▷ consistency

Inquiry Inquiry-related family investigations and questions Inquiry-related family investigations and questions with some written follow-up Independent research or data collection

Mathematics Real world mathematics: ▷▷ Baking ▷▷ Shopping ▷▷ Chores around the house ▷▷ Board games ▷▷ Card games ▷▷ Building Differentiated math skills/concepts/facts practise as assigned by homeroom teachers

Specialists Assigned on an as-needed-basis and could include: ▷▷ Practising for French plays ▷▷ Practising for music performances

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Use of Technology

Responsibilities of the Teacher

At The York School, we are conscious of the amount of daily screentime students have with their mobile devices. Homework involving screens at times may be necessary, but will also be thoughtfully considered.

▷▷ ensure that home learning tasks are reflective of the work and practices that take place in the classroom ▷▷ check home learning and give feedback before the home learning is returned to the student (feedback can be verbal or written) ▷▷ clearly communicate the home learning to the stakeholders (parents and students) ▷▷ respond to parent feedback ▷▷ set home learning within the recommended time allocations

Vacation/Absence Homework ▷▷ Teachers will provide an overview of learning engagements that will be/have been missed during any absences. ▷▷ Teachers will provide a list of activities that students are encouraged to complete. ▷▷ Teachers will work with students to ensure understanding of concepts missed upon the student’s return.

N.B. In the event of a planned absent (i.e. extended vacation, sports tournament, etc.), one week prior notice to prepare homework is requested.

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Responsibilities of the Student ▷▷ know what the home learning requirements are before leaving school and be able to share this with parents ▷▷ remember to take home all the resources for home learning and return it to school by the due date ▷▷ clarify with the teacher(s) if they do not understand the home learning ▷▷ organize and manage his/her time ▷▷ speak with the teacher(s) if there are any issues with completing his/her home learning ▷▷ work with independence, but share home learning with parents

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Responsibilities of the Parent/Guardian ▷▷ provide a space that is suitable for your child as a learner ▷▷ encourage your child to ask the teacher for clarification when needed ▷▷ be aware of and support your child in the meeting of their home learning expectations — familiarize yourself with the expectations, format and content of your child’s home learning ▷▷ provide constructive feedback to your child, focussing on the positive elements of their learning

Field Trips At The York School, our motto is “Experience Teaches” and we believe our classroom extends into the local community and outdoor environment. To complement our educational programme, students at the Junior School take part in experiential education through our urban day trips and overnight outdoor education excursions.

Our urban day trips include visits to local destinations such as Humber Arboretum, The Kortright Centre, The Ontario Science Centre, McMichael Art Gallery, and Royal Ontario Museum. Our programmes are designed to build community, enrich curricular

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content and help build interpersonal skills.

Each year, students in Grade 4 participate in an overnight outdoor education excursion. Students in Grade 5 participate in two overnight outdoor education excursions; one in the fall and one in the spring. Both excursions are closely tied to units of inquiry. These trips are always a highlight of the year.

Regardless of the trip, all parents and students will be given particulars of the trip prior to trip departure. Students will be prepped for their trip

by The York School teachers including being given age-appropriate guidelines, code of conduct for the trip, equipment lists, educational rationale and other pertinent information as it relates to the specific trip. Pre-trip research will be conducted which may include on site risk assessment evaluations, making local connections and evaluating best practices.

Teachers will travel with the proper tools and materials to facilitate a safe and effective trip. In all cases, where students are involved in sports or recreational activities, reference will be made to the Ontario Physical and Health Education Association (OPHEA) guidelines in order to plan appropriate measures for minimizing risks. Where the activity is not covered

by OPHEA guidelines, reference will be made to local industry standards or governing bodies, as may be published.

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Co-Curricular Activities

Technology

Students in the Junior School are encouraged to participate in activities outside the classroom.

At The York School, our approach to technology is not about gadgets and gizmos. It is about a progressive approach to education and a school-wide commitment to innovation. Technology is a tool students use to enhance their learning.

There are a variety of co-curricular activities in which students can participate depending on their age and interests.

There is a Gladiator Athletic Development Programme for students in JK–Grade 3, which focuses on developing skills in specific sports such as soccer, basketball and volleyball.

For students in Grades 3–5, there is a competitive athletics programme where our U9, U10, and U11 sports teams compete against other schools within the Canadian Independent Schools’ Athletic Association. We offer teams in the following sports: cross country running, soccer, basketball, volleyball and track and field.

There are also a variety of clubs and activities in which students are able to participate both during and after school hours. These include, but are not limited to, knitting, cooking and baking classes, Mad Science, piano lessons, guitar lessons, chess, prop design, Primary and Junior Choir, camera club, drama and woodworking.

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At every level of the School, we offer a culture of creativity that inspires teachers and students to think differently, explore confidently and adapt skillfully.

This approach means that we are constantly searching for technological opportunities that will enhance learning.

When exploring options and making choices about technology in the classroom, we focus on ways to enrich inquiry and to empower students and teachers to access the full potential of their imaginations.

Technology provides a wonderful opportunity for teachers and students to share the journey of learning and break down barriers that limit exploration and discovery.

“Technology use may enhance education, but cannot replace the people, policies, and mission of a learning environment.”

— IB Teaching and Learning with Technology

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Students from JK to Grade 2 are provided with a class set of iPads. Each student in Grades 3–5 are provided with a Chromebook. Each student has a Google account. Access to Google Applications like Chrome, Drive, and Gmail are introduced at age and grade appropriate times. Students in Grade 4 investigate the responsibilities of being digital citizen in one of their units of inquiry.

Curriculum Information The Junior School, using the IB Primary Year Programme’s transdisciplinary lens, meets and often exceeds the Ontario Ministry of Education’s curriculum expectations.

Language Arts and Literacy The development of language is not only fundamental to communication but also supports and enhances our thinking and understanding. Language permeates the world in which we live.

The language learning process in the Junior School involves learning language, learning about language and learning through language. Students are provided authentic learning experiences to support their

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growth in oral communication, reading, writing and media literacy.

French All students in the Junior School participate in French language classes daily. Students in JK and SK receive one 22 minute period daily and students in Grades 1–5 receive one 45 minute period four times per week.

Mathematics Mathematical understanding in the Junior School is developed through a constructivist approach where students make meaning about mathematics concepts beginning with students exploring their own personal experiences, understanding and knowledge.

Fundamental is the belief that mathematics should be used in real-life situations and taught in relevant and realistic contexts.

The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems.

Students intrinsically appreciate the fascination of mathematics and explore the world through its unique lens. Students often describe themselves as “authors” or “artists;” a school’s programme should also provide students with the opportunity to see themselves as “mathematicians.”

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Science and Social Studies Science and social studies are lenses in which students make sense of the world around them.

There are a number of concepts that students inquire into which are explored in the Programme of Inquiry, through the six transdisciplinary themes.

Visual Arts Our visual arts program begins in JK where students receive instruction with their visual arts teacher. Students in JK and SK receive two to three 45 minute periods depending on the week, while students in Grades 1–5 receive three 45 minute periods per week. Students are provided opportunities to explore visual arts as a lens to better understand the units of inquiry as well as explore the skills, knowledge and understandings of the discipline. Opportunities to showcase their artwork is offered throughout the school year with a culminating Art Show.

Music Beginning in JK, students receive instruction with their music teacher in the designated music rooms.

Students in JK and SK receive two to three 40-minute periods depending on the week (A or B), while

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students in Grades 1 through 5 receive three to four 40-minute periods per week. Students explore music skills, vocal and instrumental technique, theory, knowledge and creativity as they create and respond to music. Opportunities to participate in formal music presentations are offered across the grades.

Physical Education Physical education in the Junior School is more than just students participation in sports and games.

The focus is on developing transferable skills that promote physical, intellectual, emotional and social development. One of the main goals of the physical education programme is develop an appreciation and understanding of the importance of living a healthy lifestyle.

PYP Exhibition In the final year of the PYP, students, carry out an extended, in-depth, collaborative project known as the PYP exhibition. This involves students working collaboratively to conduct an in-depth inquiry into real life issues or problems. The first step in the exhibition process is provocation week. During the week, students will be introduced to individuals, situations, and issues that fall under the transdisciplinary theme.

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Students are provided the opportunity to take meaningful action about an issue they feel passionate about, students also synthesize the essential elements (concepts, skills, knowledge, attitude and action) of the PYP and share them with the whole school community. Finally, as a culminating experience it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) Learner Profile that have been developing throughout their engagement with the PYP. The Grade 5 students host two wonderful exhibition events: a community carousel and family evening.

During the community carousel, students act as tour guides. Different rooms showcase each step in the exhibition process; provocation and skills week, research, action, reflection, and an art gallery.

In the evening, students lead an opening ceremony complete with a music performance and reflection movie, to explain the transdisciplinary theme of the exhibition. Next, students present their action and results to small groups consisting of family and classmates.

The PYP exhibition has a number of key purposes: ▷▷ for students to engage in an in-depth, collaborative inquiry; ▷▷ to provide students with an opportunity to demonstrate independence and responsibility for their own learning; ▷▷ to provide students with an opportunity to explore multiple perspectives; ▷▷ for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP; ▷▷ to provide an authentic process for assessing student understanding; ▷▷ to demonstrate how students can take action as a result of their learning; ▷▷ to unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP; ▷▷ to celebrate the transition of learners from junior to middle divisions.

Students work collaboratively in small groups of 3 or 4 members and engage in the PYP action cycle by choosing an issue to inquire into, devising a plan to take action and reflecting on the process.

Please see our 2017–18 Grade 5 Exhibition Reflection video.

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Library The Junior School library is open Monday through Friday, 8:00 a.m. until 4:00 p.m., depending on staff availability, for assistance in selecting books and project work.

Each class has a weekly scheduled library period with the librarian and teachers can also take their classes to the library for research, tech skills, unit of inquiry work or book selection.

Students go to the library on a rotational basis, by their House, during the DEAR period from 1 p.m. – 1:15 p.m.

Library Borrowing Policy Print Books

E-books & Audiobooks

Number of Books

JK & SK: up to 2 books at a time Grades 1 & 2: up to 3 books Grades 3–5: up to 5 books

All students can check out up to 5 items

Loan Periods

2 weeks

3 weeks

Renewals

2

1

Overdue Items

No late fees

No late fees. Items ‘disappear’ from your account.

Overdue Library Materials Policy We are fortunate to have a digital library, open 24/7, at library.yorkschool.com, in addition to a full print collection, which can be found at yorklibrary.follettdestiny.ca.

For the York Digital Library, each student’s library card number is the student’s York network username: First letter of your first name + your last name + last 2 digits of the high school graduation. A password is not necessary. Select ‘Remember me’ on this device if you want your card number to be saved for the future.

We utilize OverDrive, which is the same digital platform that the Toronto Public Library uses.

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Every 4–6 weeks, an electronic reminder overdue notice will be emailed to the parent’s email or a paper overdue notice sent via backpack mail. The library staff and the student will check library shelves and classrooms several times to verify any outstanding item’s status prior to any charges.

If a book is lost or damaged it must be replaced by one of three ways: 1. York family can donate a few gently-read books from home as replacement 2. York family can purchase a new copy of the book, if it is needed 3. York family can give cash equivalent for a replacement copy.

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Tutoring If your child is being tutored in a particular subject, it is important for the teacher to be informed. The teacher, tutor and parent must maintain contact to ensure the child’s needs are being met. Work done with the aid of a tutor may not be substituted for the student’s own work.

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