Kindergarten
Why?
Kindergarten students will engage in distance learning to:
Maintain a predictable routine
Maintain a sense of belonging
Learn through their interests, exploration and play (especially outdoor learning)
Teachers need to provide meaningful tasks and learning activities so that students can stay engaged in learning.
How?
Action Items
Kindergarten students will engage in distance learning in the following manner:
Teachers will provide a weekly plan to families that will include activities that students can do independently or with some support at home.
There will be no requirement for synchronous, online learning for Kindergarten students. However, teachers will establish modes of ongoing communication with students and families.
Teachers will use formative assessment approaches to gather evidence of how students are progressing in their learning. It is expected that teachers will provide feedback to their students on their progress.
Review curriculum expectations/long range plans and create a plan for student acquisition of the remaining, essential overall expectations.
Continue to use a platform/virtual tool that is user-friendly to communicate with students and families.
The homeroom teacher will share the weekly plan with students and families.
Itinerant teachers will provide activities for the week to be included in the homeroom teacher’s communication.
Kindergarten teachers and DECEs will collaborate on the development of tasks/activities.
What?
Action Items
It is recommended that Kindergarten students engage in learning for an average of 5 hours per week.
Required Frame: Demonstrating Literacy and Mathematics Behaviours with the other three frames integrated
Additional Subjects: To be provided by itinerant teachers (e.g. Cree, Core French, Music, Physical Education)
*** For the required subjects, all assigned tasks will have estimated time allotments indicated and the sum of the time allotments will equal the required learning time.
Select tasks/activities that students can successfully do independently.
Include outdoor learning activities in each weekly plan.
Select open-ended tasks and fun learning activities with multiple entry points that support students with different strengths and needs.
Provide choice boards and/or checklists for additional subjects/activities.
For FSL classes/subjects, provide all instructions that families need in English and use innovative ways to support students and families.
When?
Action Items
It is recommended that teachers:
provide students/family with a weekly schedule/plan
be available to correspond and support students and families throughout the week
schedule check-ins with students (e.g., virtually, email, phone call)
Share weekly schedule/ plan by Monday at 9 a.m.
Make contact with each student at least once per week.