Engaged, Ethical and Entrepreneurial

Canadian Curriculum

Alberta Programs of Study

How should we define an international school? An international student community, an internationally mixed faculty, an international (i.e., non-local) curriculum, or a school that promotes “international-mindedness”?

 

Christian Alliance P.C. Lau Memorial International School (CAPCL) cultivates “international-mindedness” among learners.  International-mindedness is a view of the world in which people are connected to one another in the global community. Internationally-minded people appreciate and value the diversity of cultures of this world. International-mindedness fits well within a Biblical framework as well as the philosophy of Canadian Education.

 

CAPCL adopts the Canadian curriculum, using the Alberta Programs of Study. We value learning as an active, social process. Children are learners, making meaning of self, others, and the world. Knowledge is co-constructed through each child’s engagement with people, places, objects, and ideas.

We value play. It is one of many multimodal literacies and an essential medium through which children explore and participate with others and in the world. Children's active engagement and participation in learning is demonstrated through their theory building, creativity, problem solving, playfulness, and imagination.

 

Children experience reciprocity of relationships and interconnectedness of ideas in an inclusive community where teachers value children's contributions and seek out diverse perspective of/for learning. Learning becomes dynamic as teachers and children come together to explore, communicate, examine, question, problem-solve, and challenge what is known and what is yet to be understood. Ideas bring people together, and active engagement and participation is what helps those ideas deepen and grow more meaningful.

 

Our Treehouse Library, CA Makerspace, Heavenly Studio, CloudWorks, Dreamland as well as Indoor, Outdoor, & Covered Play Space are tailored to support our mighty learners and citizens to grow in wisdom and stature, and in favor with God and men.

How should we define an international school? An international student community, an internationally mixed faculty, an international (i.e., non-local) curriculum, or a school that promotes “international-mindedness”?

 

Christian Alliance P.C. Lau Memorial International School (CAPCL) cultivates “international-mindedness” among learners.  International-mindedness is a view of the world in which people are connected to one another in the global community. Internationally-minded people appreciate and value the diversity of cultures of this world. International-mindedness fits well within a Biblical framework as well as the philosophy of Canadian Education.

 

CAPCL adopts the Canadian curriculum, using the Alberta Programs of Study. We value learning as an active, social process. Children are learners, making meaning of self, others, and the world. Knowledge is co-constructed through each child’s engagement with people, places, objects, and ideas.

 

We value play. It is one of many multimodal literacies and an essential medium through which children explore and participate with others and in the world. Children's active engagement and participation in learning is demonstrated through their theory building, creativity, problem solving, playfulness, and imagination.

 

Children experience reciprocity of relationships and interconnectedness of ideas in an inclusive community where teachers value children's contributions and seek out diverse perspective of/for learning. Learning becomes dynamic as teachers and children come together to explore, communicate, examine, question, problem-solve, and challenge what is known and what is yet to be understood.  Ideas bring people together, and active engagement and participation are what help those ideas deepen and grow more meaningful.

Our Treehouse Library, CA Makerspace, Heavenly Studio, CloudWorks, Dreamland as well as Indoor, Outdoor, & Covered Play Space are tailored to support our mighty learners and citizens to grow in wisdom and stature, and in favor with God and men.

Source Credit: Flight Alberta’s Early Learning and Care Framework: https://earlylearning.pembinahills.ca/wp-content/uploads/sites/18/2018/09/Flight-Framework-Document.pdf

English Chinese Bilingual Program

At Christian Alliance P.C. Lau Memorial International School (CAPCL), the medium of instruction is approximately 65% English and 35% Chinese (Mandarin with traditional script).  We follow the Alberta English-Chinese Bilingual model, similar to 13 other schools in Edmonton, Alberta, Canada.  Alberta has 35 years of operating English-Chinese Bilingual Schools.  We are honored to have Mr. Ken Lam, former principal of an English-Chinese Bilingual School with over thirty years of experience in Alberta English Chinese Bilingual Program, as our curriculum consultant.

 

In addition to Chinese lessons, students will study mathematics and one of the specialty subjects using Mandarin. The specialty subjects are art, Bible, health, music and physical education.  We aim to provide ample opportunities for students to practice their listening, speaking, reading and writing skills in English and Chinese.

Through bilingual education, CAPCL learners become

    • proficient in English and Chinese
    • resilient in overcoming challenges
    • creative in solving problems
    • confident amidst changes in their environment
    • responsible global citizens with a greater understanding of western and eastern cultures and a broader knowledge and appreciation of different cultural values

Not only is language learning useful in preparing students for their future, it is also mentally stimulating which in turn supports a growth mindset development.

Why Bilingual Education

Benefits of Bilingual Education

Research shows that the benefits of learning other languages are more than just the ability to speak in another language.  Learning another language benefits students in the following ways:

Intellectual Potential

    • Students fluent in two languages score higher in both verbal and non-verbal intelligence.
    • Students studying a second language are better in divergent thinking tasks and in memory ability and attention span.

 

Scholastic Achievement

    • Second language students have higher test scores in reading, language and mathematics.

Effect on First Language

    • Education in another language significantly strengthens first language skills in areas of reading, vocabulary development, grammar and communication.
    • The earlier the start, the greater the positive effect on the first language.

 

Citizenship

    • Students studying another language have superior cross-cultural skills and adapt better to varying cultural contexts.
    • Students studying another language display greater cultural sensitivity.

 

Economic Potential

    • There is a growing need for qualified speakers of languages other than English in areas of science, technology, medicine and global commerce.

Source from
The Edmonton Chinese Bilingual Education Association: http://www.ecbea.org/about-the-association/
Learning Another Language, Alberta Education: https://education.alberta.ca/overview-of-international-languages/learning-another-language/?searchMode=3

 

Curriculum Information

Christian Alliance P.C. Lau Memorial International School (CAPCL) is committed to creating an inclusive education system that inspires and enables all students to achieve success and fulfillment.

 

English Chinese Bilingual programming is complex and multifaceted. It provides a rich environment for the learning of languages, cultures and subject-area content. English Chinese Bilingual education strives to provide intensive language learning environments, with the potential for high academic achievement and enriched cultural experiences that maximize student opportunities for learning.

 

The commonalities between the English Language Arts Framework and the Chinese Language Arts Framework facilitate an integrated, contextualized approach to language learning. The five general outcomes are that students will listen, speak, read, write, view, and represent in English and Chinese to

    1. explore thoughts, ideas, feelings, and experiences,
    2. comprehend and respond personally and critically to oral, print, visual, and multimedia texts,
    3. manage ideas and information,
    4. enhance the clarity and artistry of communication, and
    5. celebrate and build community

 

These essential language learnings, that are common to both English language programming and Chinese language programming, support and promote a collaborative and integrated approach to language instruction.

 

We recognize that parents play an important role in shaping the way their children view learning. As a parent, you understand more than anyone else how your child learns and processes information. This resource will provide you with an overview of several subjects which your child will study.

Preparatory at a Glance

Grade 1 at a Glance

Grade 2 at a Glance

Grade 3 at a Glance

Grade 4 at a Glance

Subjects

The curriculum at CAPCL aims to be Christ-centered, learners-focused, and others-oriented. The curriculum is built on the understanding that we are called to serve our Lord in all areas of life. All activities within the scope of education at CAPCL grow out of this starting point. The teacher plans how to deliver the curriculum with the holistic (Heart, Habits, Head, and Hands) needs of the child in mind.

Bible

The CAPCL Bible program imparts knowledge of the Bible and encourages students to move to a deeper faith. The program presents the story of God and his covenantal relationship with his people and provides contexts for the Bible stories.

Chinese Language Arts and English Language Arts

The CAPCL language arts programs are designed to produce fluent readers and writers who can express and receive meaning through language. As students become independent readers, they can experience the joy of accessing knowledge about God’s world through the process of reading. CAPCL uses programs that involve working with words, guided reading, self-selected reading and writing. There are ongoing sequential, skill-building programs and programs which focus on the development of vocabulary, word analysis, sentence structure, comprehension skills, and a critical appreciation of literature as a response to God’s world.

Health

We explore topics such as growth and development, disease prevention, substance abuse, emotional and mental health, and personal health and safety. The CAPCL health program develops the fundamentals concerning self and family through age-appropriate lessons.

Mathematics

Through a structured and sequential program, students explore mathematical concepts and make meaningful connections to the real world. They are provided with purposeful practice and problem-solving opportunities.

Science/Social Studies

Students discover how all of creation and culture brings praise to God. We acknowledge God as the Creator of the universe, and emphasize our responsibility to appreciate and care for His creation. Units of study include plants and animals, earth and space, geography and citizenship, local communities and communities around the world.

Music

All of us have been created with one of the finest musical instruments – the human voice. We concentrate on singing, rhythm, and beat. Choir and instruments allow for the practice of useful skills and then the enjoyment of the performance.

Physical Education

Our emphasis lies in the development of motor coordination, muscle tone, and creative movement, as well as fundamental sport skills. We also focus on various team sports skills.

Visual Arts

The CAPCL art program provides students with the opportunity to express themselves in ways using a variety of tools, materials, and techniques. Students develop their creative gifts through learning to appreciate a wide range of artworks and to apply elements and principles of design in their work.

I CAN STATEMENTS FOR ENGLISH & CHINESE LANGUAGE ARTS

Inclusive Education Policy

Christian Alliance P.C. Lau Memorial International School (CAPCL) is committed to inclusive education, providing a welcoming, inclusive, safe and healthy learning and working environment.

More information

Teacher Growth, Supervision and Evaluation Policy

The Teacher Growth, Supervision and Evaluation Policy aims to ensure that each teacher’s actions, judgments and decisions are in the best educational interests of students and support optimum learning. (as per School Act)

More information

ACADEMIC INTEGRITY, STUDENT ASSESSMENT AND EVALUATION POLICY

Students are expected to submit original work. Sources of any ideas paraphrased or quoted in assignments must be properly cited. When a person misrepresents the ideas or content of another as their own, it is known as plagiarism. Plagiarism applies to ideas in written, verbal, or electronic form. Students who plagiarize in an assignment or cheat by copying another student’s work on a test will be awarded zero (0) and may face other disciplinary consequences. Students who knowingly allow copying of their work by others will receive the same consequences as those who copied. If the teacher determines that the plagiarism was caused by ignorance or carelessness, the student may be asked to correct the assignment and re-submit it for assessment.

 

The purposes of student assessment are to:

  • Gather information about student progress and performance in meeting the learning outcomes of the Alberta Curriculum
  • Inform teachers about adaptations and revisions required to improve student learning
  • Provide data on student performance to students, parents, or other schools
  • Inform students, parents, and teachers about future instructional and learning needs

 

The broad categories upon which assessment will be focused on include:

  • Student achievement concerning outcomes specified in the Alberta Program of Studies
  • Personal Development and Learning Skills of students including interpersonal skills, responsible behaviour, self-control and independence

  • Provide learners with timely feedback for improving performance
  • Are used as a practice to prepare for future summative assessments
  • Are prepared by teachers or peers, but closely monitored by teachers
  • Facilitate learning and student motivation
  • Are not counted in the report card

  • Measure learning and performance at a point in time against the Alberta learning outcomes
  • Are given after students have practiced course content and skills
  • Are fair, with learning goals and scoring rubric provided at the outset
  • Can be in many different forms and cover significant content
  • Are created and given only by a teacher
  • Measure what a student knows and can do and are counted in the report card Are typically communicated on grade level calendar

 

Report Cards: There are four (4) reporting periods for all students: Fall (November), Winter (January/February), Spring (April), and Summer (June).

 

Conferences: Parent-Teacher Conferences are held twice a year, after the first and third reporting periods. These conferences cover evidence of positive growth and discussion of improvement strategies.

Communication & Conflict Resolution Policy

Communication is an essential part of our school life.  Contact between the School and home is an integral part of our community life.  In addition to formal reports, time is set aside for parent-teacher interviews.  Teachers, Assistant Principal, Head of School, and parents also communicate informally with one another through notes, emails, interviews, and phone calls regarding student progress and behaviour.  A class newsletter is sent home regularly by homeroom teachers.  A spirit of unity in our learning community is essential as we strive to achieve CAPCL’s vision and mission together.

 

When conflicts or disagreements occur, they will be dealt with in a manner that leads to restoration and resolution.  Communication of concerns should be:

    • Respectful: "Let your conversation be always full of grace, seasoned with salt, so that you may know how to answer everyone." (Colossians 4:16)
    • Truthful: "Each of you must put off falsehood and speak truthfully to his neighbour, for we are all members of one body." (Ephesians 4:25)
    • Peaceful: "Everyone should be quick to listen, slow to speak, and slow to become angry." (James 1:19)

 

In the event of a disagreement, parents should first directly contact the teacher/staff member concerned.  Parents should generally follow the established chain of communication.  Bypassing steps are discouraged since misunderstanding and miscommunication can easily result.  Speaking directly to the person most closely involved in concern is a positive step toward resolution.

 

If a matter of concern between a teacher and parent cannot be satisfactorily resolved despite the best efforts of both parties, the assistance of a Team Leader or Assistant Principal may be requested.  If a successful resolution is not reached at this level, the support of the Head of School may be required.

 

In matters of dispute between a student and teacher, the student and his/her parent(s) should make every attempt to resolve issues directly with the teacher involved.  If the best efforts of both parties to resolve an issue are unsuccessful or if the issue is of a severe nature, a student and his/her parents may appeal to the Head of School or Assistant Principal to mediate.

 

Parents should approach the Head of School or Assistant Principal on any matters involving schoolwide concerns such as policy, health or safety issues.

 

Parents should not bypass the Head of School to discuss concerns with the Registered Management Committee (RMC).  Only if a matter between a parent and the Head of School cannot be resolved despite the best efforts of both parties, may a parent request the Head of School to involve the RMC.

 

Parents can anticipate that they will be asked to identify the level at which they initiated the resolution process.

 

Any school dispute should be dealt with internally instead of involving external parties.