The definition of daily work at FASNY includes both synchronous and asynchronous activities. Live class gatherings are synchronous, when the teacher and students will be working together at the same time, reviewing material, introducing new work, ensuring everyone is on the same page in a given class and building connections. Activities posted on and through Seesaw (including Google Classroom) are asynchronous. Students will be working on their own time, reading and writing, conducting research, engaging in learning apps, reviewing recorded lectures or collaborating on projects with peers. Teachers assess and respond to student work in real time throughout the day in addition to preparing asynchronous activities.

Wednesday is a catch up day and reading day.

No new work is assigned, only reading.

Students attending FLL classes at school are offered one FLL zoom session per week with their usual FLL level group.

On any day a student would have attended a FLL class at school, a SeeSaw activity is offered, targeting oral French skills.

• Join from a quiet spot in your home and do not move around

• Mute yourself when you join the meeting

• Raise your hand to participate

• Watch and listen to the person who is speaking

• Stay in the screen frame

• Avoid distracting behaviors

Please note that students who disrupt an online class may be muted, turned off video or removed from the session at the teacher’s discretion. The integrity of synchronous sessions must be preserved for the benefit of the whole group.

Why are the kids not all having full classes zoom?

Students respond in very different ways to distance learning. On a regular day at school, a lot of interaction take place between the teachers and the students and also between students. We have noticed that the level of comfort is different from one student to another when it comes to distance learning and more specifically Zoom sessions. The age of students, their level of maturity, of autonomy, the very nature of learning at these grade levels, the importance of verbal skills (listening and speaking), and their attention span brought us to gradually implement a differentiated as much as adapted protocol for these three levels: maintaining small groups in 1st over sessions of 30min, half class over 45min for 2nd grade (also taking into account the fact that these classes have the biggest number of students), and twice 30min, back to back, full class in 3rd grade.

Why aren't the kids having more English Zoom classes?

We understand the importance of both English and French. However, our school is structured in such a way that strongly emphasizes the connection to French, given that we live in an English speaking environment. Our English teachers all work with at least 2 classes, and from a logistics perspective we need to bear in mind that they are responding and working with a larger number of students.

How can I ensure my child is more exposed to French/English as we are not native family in one or both languages?

We are currently working on developing and offering more resources for families. These resources can be found here, under "Resources". We also encourage teachers to provide both "extra activities" and resources tailored to their students and their families.