Kindergarten

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ÃÂ Ã ÆÄ ÃÂ ÆÄ È Imparting the Spirit È A HANDBOOK FOR PARENTS OF É É Ã Through Education É É ÆÇ Ç Ç The mission of the Peterborough Victoria Northumberland and Clarington Ä KindergartenSTUDENTS Catholic District School Board Ä is to provide all students with a Catholic education that includes the knowledge, Ç Ä skills and values required to live a meaningful and faith filled life. Ä È ÁÆ Å É È

PETERBOROUGH VICTORIA NORTHUMBERLAND AND CLARINGTON CATHOLIC DISTRICT SCHOOL BOARD 1355 Lansdowne Street West Peterborough, Ontario ÉÅ K9J 7M3 Tel.: (705) 748-4861 • 1-800-461-8009 • Fax: (705) 748-9734 È Á Ä É Ä È È ÇÆ Ç É DESIGNED AND PRODUCED BY THE COMMUNICATIONS DEPARTMENT 2005 Å Ã Ç È Á É Å Á Ä ÉÆ I go to school now!

Welcome to Kindergarten Ä Table of Contents Motto, Vision Statement, and Mission Statement ...... 1

Guiding Principles ...... 2

Ontario Graduate Expectations ...... 3

Welcome from the Director of Education ...... 4

Entrance Requirements & Registration Information ...... 5-6 Safety & Transportation ...... È ...... 6 Good Health Habits ...... 7

Parents Can Help ...... 7

The Kindergarten Years ...... 8-10

The Home & School Partnership ...... 11-13

Learning Through Play ...... 14

Religious & Family Life Education ...... 15

Communication & Reporting ...... 16-19

Transportation Services ...... 20 French Immersion ...... Æ...... 21-23 I’m Glad You Asked ...... 24

How to Find Out More ...... 25

A Word of Thanks ...... 26

Directory of Schools ...... 27

A Poem to Parents ...... 28

È Our mission statement, vision statement, and guiding principles govern our plans and our decisions as an organization.

Motto Imparting the Spirit Through Education

Vision Statement Our entire educational community will take Ä responsibility for Catholic education.

Mission Statement To provide all students with a Catholic education that includes the knowledge, skills, and values required to live a meaningful and faith filled life.

1 Guiding Principles

1. We will live the Christian message and promote the cause of Catholic education. We are responsible for sharing the Gospel message and promoting Catholic education. This principle emphasizes the service role that we have in our school communities as well as the responsibility we have of developing and maintaining a hospitable, compassionate, and understanding environment.

2. We will ensure that students come first. All individuals and departments supporting the mission of the Separate School Board must identify objectives and strategies that enhance the quality of education and services. Board Policies and Board Plans can serve as a starting point to help individuals and departments identify specific objectives and strategies. Consider, for example, the Safe Schools Policy, the Special Education Plan, the Medication Policy, Health and Safety Policies, etc.

3. We will operate effectively. We are responsible for examining the organizational structure, and initiating and supporting changes to improve effectiveness. We are equally responsible and accountable for the financial and material resources at our disposal.

4. We will develop and maintain alliances. We have individual and group responsibilities to develop partnerships. We need to identify potential partners and work with them for the greater good of the community.

5. We will communicate effectively. We have a responsibility to invite participation and feedback, and to keep people informed.

6. We will be responsible for personal renewal. Personal renewal refers to taking control of our physical, social, spiritual, and mental well-being. We have an individual responsibility for staying abreast of developments in our field of work. (Activities include reading, applying the concepts that we read about, taking courses, attending conferences, becoming mentors, trying something new, initiating/participating on work/discussion groups.)

2 Ontario Catholic Ç Graduate Expectations The Ontario Catholic Graduate is expected to be:

1. A discerning believer formed in the Catholic Faith community who celebrates the signs and sacred mystery of God’s presence through word, sacrament, prayer, forgiveness, reflection and moral living.

2. An effective communicator who speaks, writes, and listens honestly and sensitively, responding critically in light of gospel values.

3. A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good.

4. A self-directed, responsible, lifelong learner who develops and demonstrates their God-given potential.

5. A collaborative contributor who finds meaning, dignity and vocation in work which respects the rights of all and contributes to the common good.

6. A caring family member who attends to family, school, parish, and the wider community.

7. A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life. Á È

3 Welcome The lunch has been made, and the backpack has been packed for weeks! It's only 8:00 a.m., but your child is itching to head for the bus stop. You can't help feeling a little excited, too, as your child prepares for her first day of Kindergarten.

Young, active minds take delight in exploration and discovery as the world unfolds before them.

The first day of Kindergarten is an exciting time for you and your child.

It's also an exciting time for all of us who work at the Peterborough Victoria Northumberland and Clarington Catholic District School Board.

Jesus once said, "Let the little children come to me; do not stop them; for it is to such as these that the Kingdom of God belongs."

(MARK 10:14)

We consider it a privilege to be able to nurture the children who pass through our system, and to help them to grow physically, socially, emotionally, spiritually, and intellectually. We look forward to getting to know you and your child during the upcoming weeks, and to working with you to ensure that your child's first years of school provide the foundation for a life-long love of learning.

John Mackle DIRECTOR OF EDUCATION

Peterborough Victoria Northumberland and Clarington Catholic District School Board

4 Entrance Requirements & Registration Information This information will assist parents of Kindergarten children who are starting school.

If you are not sure which school your child should attend, call the Purchasing, Planning, and Facility Administration Department at (705) 748-4861.

KINDERGARTEN ENTRANCE REQUIREMENTS Junior Kindergarten Æ Children must be four years of age on or before December 31 of the current school year.

Senior Kindergarten Children must be five years of age on or before December 31 of the current school year.

Registration Registration usually takes place during the first week of February, although it can occur anytime during the school year. Å

5 When you come to register for Kindergarten please bring: 1. Proof of your child’s age; any one of the following – Birth Certificate, Passport, Immigration papers. Â 2. Baptismal Certificate. 3. Immunization Record. 4. Your name, address (lot and concession number for rural students), and telephone number – and the telephone number where you can be contacted in case of an emergency. 5. Name and address of your babysitter or day care if your child will spend part of the day at day care. 6. Other documentation regarding your child’s needs if applicable, i.e. special education reports. 7. Be ready to inform school personnel about any medical conditions that your child may have and/or any medication requirements, i.e. allergic reactions.

Safety & Transportation Help your child by planning the safest route to and from school. Help familiarize your child with the route. Help your child to learn to: Á Walk on the sidewalk; Á Cross the street only at corners, crosswalks, traffic lights or where there is a guard or safety patrol; Á Stop, look both ways and listen before crossing the road; Á Listen to the guard, police officer, or safety patroller; Æ Á Recognize Block Parent signs. If possible, walk your child to school or arrange for them to walk with other children.

6 Good Health Habits Â Encourage your child to eat a nourishing meal before coming to school and at every mealtime. Â Ensure that your child gets enough rest. Most children need from ten to twelve hours of sleep a night. Â Ensure that your child wears clothing that is appropriate for the time of year and can be easily managed. Â Teach your child to be responsible for using the bathroom, washing hands and face, cleaning teeth, and dressing. Â Encourage your child to play outside every day. Á È Parents Can Help Æ Choose books from the local Public Library so that your child becomes familiar with books. Æ Read stories and nursery rhymes, and sing songs with your child as often as possible. Æ Take your child to the store, the park, the zoo and other activities outside the home. Talk about these activities with your child. Æ Respond to your child’s questions honestly and with comments and explanations. Æ Choose carefully a few television programs for your child to watch. Æ Encourage responsibility and sharing in and around the home.

7 The Kindergarten Years The Kindergarten years are a time of tremendous growth for young children – a time in which they grow physically, socially, emotionally, spiritually, and intellectually. During the Kindergarten years, your child will learn how to ... Ç celebrate the many gifts that God has given to us in creation, in ourselves, and in each other; Ç work alone and with others; Ç explore and expand his/her abilities and interests; Ç listen to and share with others; Ç begin simple problem-solving; Ç develop responsibility for selecting and caring for materials; Ç express his/her thoughts and ideas.

He or she will participate in activities designed to ... build self-confidence; show differences in sound, shape, and colour; improve co-ordination, stability, locomotion, and manipulation; develop vocabulary; increase interest in books, numbers, and people; Æ introduce new ideas.

8 STAGGERED ENTRY

Staggered entry means that not all of the children in the Junior Kindergarten program attend on the first day of school in September. The children enter school in small groups.

For your child, it means a calm and warm introduction to Junior Kindergarten. The teacher can give each student more personal attention on this important first day. This approach helps students who arrive with a variety of cultural and social backgrounds, preschool experiences, and special needs.

Your child will experience a sense of belonging, and a more relaxed introduction to school expectations and routines, and the classroom environment.

For Senior Kindergarten students who did not attend Junior Kindergarten, a staggered entry day may be provided.

A full-day, alternate day format is used for both Junior Kindergarten and Senior Kindergarten. È

9 A TYPICAL KINDERGARTEN DAY INCLUDES THE FOLLOWING TYPES OF ACTIVITIES Â Circle Time: a time for shared group activities such as storytelling, the teaching of a lesson, or a group discussion about a concept from the religious program. Activity Centres: children participate in centres focussing on art, literacy, numeracy, and so on. Free Play: children have the opportunity to explore areas of particular interest (i.e. sand and water tables, dramatic play, blocks, and puzzles). Gym and Outdoor Play: children enjoy much-needed opportunities to move their bodies and practise gross motor skills such as running, jumping, hopping, and climbing. Library: children are able to choose books to bring home to enjoy with their parents, and begin to learn about accessing information using all the resources available in the school library. Lunch and Snack Times: students are supervised in the classroom by a teacher, an educational assistant, or an adult lunch supervisor. Literacy Activities: these activities include rhymes, finger plays, songs, stories, poems, sound and letter recognition. Numeracy Activities: these activities promote mathematical thinking and encourage a positive disposition towards mathematics. Activities include counting, looking for patterns, sorting, measuring and collecting data.

10 The Home & School Partnership Parents have an important role to play in their children's success at school. What follows are a few ideas about what you can do to make your child's Kindergarten years a positive experience for all concerned. Å You can help to ease your child's transition to school by ... Teaching your child how to take care of his/her personal needs.

Your child will feel more comfortable in the school setting if he/she has learned: the route to and from school, and his/her teacher's name; how to put on shoes and outdoor clothing independently; how to use the bathroom and wash his/her hands independently; his/her address and phone number; how to keep track of personal property; how to independently open/close his/her backpack and lunch/snack containers. Introduction to the teacher, the classroom, and to classmates is gradual and comfortable. Ensuring that your child is in the best possible physical health. Your child will be more likely to join in the fun if he/she: Ä È gets plenty of rest (ideally 10 to 12 hours per night); È eats a good variety of healthy foods, especially at breakfast; È gets up in plenty of time for school so that he/she doesn't have to hurry unnecessarily, and is wide awake by the time school starts; È wears comfortable clothing that is designed for active play, and that he/she can unzip or unbutton with minimal assistance.

11 Encouraging your child's love of learning and helping him/her to develop basic academic skills.

Your child will be more willing to participate in classroom activities if he/she feels confident of success. You can help your child to be successful at school by:

Â talking about school in a positive way, so that your child will think of it as a happy place;

Â displaying your child's schoolwork proudly, and praising all his/her school efforts;

Â ensuring consistent attendance and punctuality; Â encouraging your child to talk about experiences and express opinions; Â reading to your child daily and telling him/her stories; Â providing a selection of materials for play at home (i.e. glue, pencils, markers, paints, playdough, scissors, crayons, and scrap materials such as wood, paper towel rolls, and boxes) as well as a place to use these materials; Â allowing your child to practise his/her counting skills (i.e. counting money, crackers, toys, etc.); Â making everyday activities (i.e. grocery shopping, cooking, cleaning, driving in the car) sources of learning; Â understanding that children grow at different rates, and be patient with your child if he/she is slow to acquire a particular skill; Â encouraging your child to use his/her senses – smelling, hearing, seeing, tasting and touching. É

12 You can help your child's teacher by... Æ keeping your child home from school if he/she is ill (i.e. upset stomach, runny nose, fever, or sore throat); Æ notifying your child's school (or the designated safe arrival volunteer for your child's classroom) if your child is going to be absent from school; Æ providing the teacher with written instructions if there is to be any change to your child's regular routine (i.e. if you will be picking up your child instead of having him/her take the bus, or if your child will be going home with a friend after school); Æ ensuring that your child arrives at school on time, and that he/she is properly supervised until the start of the school day; Æ labelling all of your child's personal possessions; Ç Æ sending your child's lunch and snacks in carefully-labelled and easy to open containers; Æ providing your child with a backpack that is large enough to accommodate a lunch bag, snacks, library books, artwork, extra mittens, and notes from your child's teacher; Æ providing your child with clean indoor shoes that he/she can wear at school; Æ checking your child's backpack daily for notes from your child's teacher, and returning forms and other important documents as promptly as possible; Æ sharing information with your child's teacher on an ongoing basis; Æ encouraging your child to follow school rules regarding clothing, money, and supplies; Æ arranging a time prior to the beginning of class time or after class is dismissed to discuss your concerns or to obtain answers to any questions you may have.

13 Learning Through Play Kindergarten-aged children do much of their learning through play. Play is as natural to a child's mind and spirit as food and drink is to his or her body. Every child has a powerful inner drive to explore, experiment, and discover. A child can no more be stopped from learning through play than he or she can be stopped from growing. Children explore, ask questions, and play as a way of learning about their world. Play in the classroom IS the child's attempt to recreate experience in order to understand and master it; a self-directed activity with a purpose that may not be immediately apparent to the observer; an activity with self-imposed rules that change frequently; an activity that develops both the child's emotions and thinking powers; a place to learn how to interact in socially acceptable ways; the child's means of learning language; the place where the child learns through experience about intellectual operations which cannot be directly taught; where the child learns concepts and skills; where the child learns about his or her own capabilities. Ã

14 Religious Å & Family Life Education The Religion program helps children grow as believers in God and Jesus, and as faithful members of the Catholic-Christian community. Students from Junior Kindergarten to Grade 12 are taught through a learning cycle involving real-life experience, information, action and application. The program supports and enhances the values and the education in faith that are a part of the child’s family at home. Focusing on the inter-woven themes of scripture, profession of faith, sacramental life, prayer and Christian moral development, the Christian spirit permeates the entire curriculum and daily life of our Catholic schools. The Family Life program instills Christian values based on the dignity of all persons. Its focus is on developing good family and personal relationships, healthy sexual attitudes and a commitment to making a positive contribution to the community and the world.

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15 Communication & Å È Reporting

PARENTS AND TEACHERS WORK TOGETHER É Parents may arrange an interview with the teacher at any time during the year. É If there is a particular concern at any time, please do not hesitate to telephone and discuss it with your child’s teacher. É If your child’s teacher has a particular concern, he/she will contact the parents. É Interview and visits to the classroom occur during the school year and are arranged at times convenient for both teacher and parent, day or evening. É A progress report is completed at the end of the school year. É

ASSESSMENT AND EVALUATION In Junior Kindergarten and Senior Kindergarten, observations are the key way in which a teacher evaluates a child's growth. Early and ongoing assessment strategies are used throughout the Kindergarten years. The teacher provides verbal reports for the first and second terms. The final report is a written outline of the year's program. As soon as a child starts school, a Kindergarten Checklist is started for him or her. This measurement tool tracks the child’s development to the end of the Kindergarten program in the following areas – personal, physical and social, language, mathematics, science and technology and the arts.

16 MEETING SPECIAL NEEDS The Peterborough Victoria Northumberland and Clarington Catholic District School Board is fully committed to meeting the needs of exceptional students. The Board believes that special needs students and their classmates benefit equally from policies promoting integration. Board policies concerning special needs students are designed to promote acceptance, enhance self-esteem, encourage mutual support and understanding, and increase interactive skills. Our school communities foster a sense of belonging, create a welcoming environment for all, and promote a sense of responsibility towards others.

EARLY IDENTIFICATION OF CHILDREN’S LEARNING NEEDS Purpose The purpose of Early Identification is to provide an opportunity for the teacher to identify the learning needs of each child and to develop an educational environment that will meet those needs. By sharing information, the parents, teacher, principal and resource personnel gain a better understanding of each child’s capabilities and are better able to establish realistic expectations for each child. Á Æ

EARLY IDENTIFICATION PROCEDURES The Early Identification procedures for each child begin with Junior Kindergarten registration, and continue through the Kindergarten year. Parents are informed of their child’s progress at various stages during the Early Identification procedure. Information related to each child’s development is collected and the skills he or she develops are recorded. The procedures consist of the following four components: Å Information gathering and discussion with parents; Å Observation and ongoing assessment; Å Information sharing between teacher and Special Education Resource Teacher; Å Appropriate intervention and identification, if necessary. Æ

THE JUNIOR KINDERGARTEN YEAR During the early part of the school year, the teacher meets with the parents to discuss the child’s development and early experiences. Parents are encouraged to contribute to their child’s success at school by sharing any information that might assist the classroom teacher in preparing a program for that child (i.e. information about physical or medical concerns). At this initial meeting, the parents can discuss any concerns they might have about their child’s entry into school.

18 THE SENIOR KINDERGARTEN YEAR At the start of the school year, the teacher assesses the child’s level of development, individual learning style, and learning needs. The child’s progress is monitored on an ongoing basis throughout the school year.

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EARLY IDENTIFICATION IN THE PVNC CATHOLIC DISTRICT SCHOOL BOARD Within our Board, Early Identification is centered on the teacher’s observations of each child. The teacher is in a unique position to observe the child in a variety of situations, and to assess the child’s individual development and learning needs in many different areas. A School Resource Team provides support and consultation for the teacher to assist each child. Additional special education support staff from the Education Centre are also available to help when called upon. Students with special needs may receive resource help and could be considered for identification as an exceptional student. By understanding the way in which each child learns, the teacher will be able to structure and change the basic program to ensure that the needs of all are met during the critical first few years at school. Together parents, teachers and support staff work to provide a program that meets the individual needs of each child.

19 Transportation Services Æ Ã

Transportation to and from school for all eligible students is provided by the Board as a privilege and is not a requirement. Parents, students and the Board share the responsibility for transportation to and from school. Parents are responsible for their child’s behavior and/or any damage caused to the bus or property of others. Junior Kindergarten to Grade 3 students who live beyond 1.0 km of their school and Grade 4 to 8 students who are beyond 1.6 km are eligible for transportation. Distance is measured along maintained roads, sidewalks and walkways. The school bus is similar to the classroom and students need to behave as they would in a classroom and obey the driver as they would a teacher. Generally, the guideline for maximum time on a bus is one hour in one direction. In order to ensure the safety of students, bus pick-ups and drop-offs must be consistent and at the same location every school day. Families will be contacted by the bus driver or bus company prior to the first day of school concerning stop location and pick- up/drop-off times. The Board offers a “First Rider” program in late August where students have the opportunity to learn about bussing procedures, bus safety and take their first ride on a school bus. Dates will be published in the media for this event. Students are offered training at their school in the early-Fall and early-Spring to enhance their understanding of school bus safety. Further information on busing and student transportation can be obtained by contacting the Board’s Transportation Department.

20 French Immersion The aim of the French immersion program is to provide students with the skills they need to communicate in a second language. It enables students to develop strong fundamental skills in oral communication (listening and speaking), reading and writing as well as providing students with an understanding of the cultures of French speaking societies by integrating cultural study into daily language instruction. French Immersion programs are offered beginning at the Senior Kindergarten level and continuing through to Grade 12. The following identifies the percentage of language instruction at the different grade levels:

GRADE FRENCH ENGLISH K-1 90% 10% 2 80% 20% Å 3-5 70% 30% 6 55% 45% 7-8 50% 50%

In secondary school, a student will continue to take a selection of courses in French. In total, a student must accumulate a minimum of 10 courses taught in the French language. Students may become functionally fluent in French by the end of Grade 12, and are awarded with a certificate upon graduation. É

21 Programs are available at the following French Immersion Schools:

FRENCH IMMERSION SCHOOLS Elementary Schools City Phone St. Anne’s Peterborough (705) 742-3342 St. Catherine Peterborough (705) 742-6109 St. Joseph’s Bowmanville (905) 623-5151 St. Michael’s Cobourg (905) 372-4391 Notre Dame Cobourg (905) 377-9967 St. Dominic Lindsay (705) 878-3660 Secondary Schools St. Peter’s Peterborough (705) 745-1358 St. Mary’s Cobourg (905) 372-4339 St. Stephen’s Bowmanville (905) 623-3990 Å TRANSPORTATION FOR FRENCH IMMERSION STUDENTS Transportation to the appropriate French Immersion school is provided for students who do not live within walking distance of the French Immersion school. The minimum walking distances are in accordance with the Board Policy. Ä

22 REGISTRATION FOR FRENCH IMMERSION If you intend to enroll your child in French Immersion, register your child at the appropriate French Immersion school. Parents who intend to enroll their child(ren) in French Immersion in Senior Kindergarten may register their child(ren) at the French Immersion school in Junior Kindergarten if space permits.

È ADDITIONAL NOTES FOR FRENCH IMMERSION 1. Information evenings for parents are held at each French Immersion school, usually in late January or early February. For dates, time and further information, please contact the French Immersion school nearest you. 2. The French Immersion program is designed for students for whom French is a second, not a first, language. It is not a requirement of the program that the student or a parent speak French at home. Æ

23 É I’m Glad You Asked WHAT TYPE OF RELIGIOUS EDUCATION WILL MY CHILD RECEIVE? In God's Image, an early childhood catechetical resource, is used in both Junior Kindergarten and Senior Kindergarten. This program nurtures four and five year olds as they discover who they are, and helps them to see traces of God in and around themselves.

HOW DO WE SHARE IN THE SPIRITUAL GROWTH OF OUR CHILD? Parents are recognized as the prime educators of their children. Spiritual growth takes place within the home, Church, school, and community. Talking to your child about the wonder of God's creation, attending worship together as a family, sharing religious stories, and praying together during meals and at bedtime are ways that a family can promote spiritual awareness.

WHAT KINDS OF THINGS COULD OUR CHILD BE ASKED TO BRING TO SCHOOL? È Your child may be asked to bring an extra pair of running shoes, a blanket for rest time, a school bag, a box of tissues, or a smock for painting. Your child's teacher will let you know what types of items are required. Please note: labeling the items with your child's name greatly assists with identification.

WHAT ABOUT FOOD FOR SNACKS AND LUNCH BREAK? Your child should bring nutritious snacks (for morning and afternoon) and should bring a healthy lunch. Please put these foods in a labeled bag or lunch box.

WHAT ABOUT TRANSPORTATION? Transportation is provided according to Board policy. You will receive an information package in August telling you where and when your child will be picked up. Just prior to the start of classes, the bus driver will contact you to discuss the pick-up time for your child.

24 How to Find Out More We hope that this booklet has helped to answer some of your questions about Kindergarten programs within the Peterborough Victoria Northumberland and Clarington Catholic District School Board. We encourage you to contact your child's school any time you have any questions or concerns. Å

IMPORTANT INFORMATION

School Name: ______

Phone Number: ______

Name of Teacher: ______

Name of Principal: ______

School Board: É Peterborough Victoria Northumberland and Clarington Catholic District School Board Peter L. Roach Catholic Education Centre (705) 748-4861 Ã

Public Health Department: ______

Public Library: ______È Ç Ç

25 A Word of Thanks I would like to thank the following staff members for sharing their unique gifts in the updating of this booklet: Mary Brown, Joanne Farquharson, Julie Hancin, Lynn Lospinuso, Nancy Lajoie and all of the Peterborough Victoria Northumberland and Clarington Catholic District School Board Kindergarten teachers. Special thanks to Andrea Bradley, Graphic Designer/Secretary in the Communications Department, for her creativity and insightfulness in the design of this publication. Thanks also to John Mackle, Director of Education, and Ron McNamara, Superintendent of Schools, for their ever-present counsel and continuing guidance! Nancy Sharpe MANAGER OF COMMUNICATIONS AND FREEDOM OF INFORMATION/PROTECTION OF PRIVACY Å Á

È Ä SEPTEMBER 2006

26 Directory of Schools

CITY OF PETERBOROUGH PETERBOROUGH COUNTY NORTHUMBERLAND COUNTY St. Stephen’s Elementary, Bowmanville 80 Rhonda Blvd. Holy Cross Secondary, Peterborough St. Joseph’s, Douro St. Mary’s, Campbellford Bowmanville, ON, L1C 3Y9 1355 Lansdowne Street West 405 4th Line P.O. Box 1120, 35 Centre Street (905) 623-3202 / Fax: (905) 623-4237 Peterborough, ON, K9J 7M3 R.R. 1, Douro, ON, K0L 1S0 Campbellford, ON, K0L 1L0 (705) 748-6664 / Fax: (705) 742-1498 (705) 652-3961 / Fax: (705) 652-8247 (705) 653-1370 / Fax: (705) 653-4432 Holy Family Elementary, Bowmanville 125 Aspen Springs Drive Immaculate Conception, Peterborough St. Martin’s, Ennismore Notre Dame, Cobourg Bowmanville, ON 76 Robinson Street 531 Ennis Road 760 Burnham Street Peterborough, ON, K9H 1E8 Ennismore, ON, K0L 1T0 Cobourg, ON, K9A 2X6 St. Stephen’s Secondary, Bowmanville (705) 745-6777 / Fax: (705) 745-9620 (705) 292-8997 / (705) 292-8998 (905) 377-9967 / Fax: (905) 377-1214 30 Middle Road Fax: (705) 292-1915 Bowmanville, ON, L1C 3K2 Monsignor O’Donoghue, Peterborough St. Joseph’s, Cobourg (905) 623-3990 / Fax: (905) 623-9991 2400 Marsdale Drive St. Paul’s, Lakefield 919 D’Arcy Street North Peterborough, ON, K9L 1R4 P.O. Box 370, 2 Grant Avenue Cobourg, ON, K9A 4B4 Good Shepherd, Courtice (705) 743-9851 / Fax: (705) 743-1838 Lakefield, ON, K0L 2H0 (905) 372-6879 / Fax: (905) 372-5956 20 Farmington Drive (705) 652-7532 / Fax: (705) 652-8942 Courtice, ON, L1E 3B9 St. Alphonsus, Peterborough (905) 404-9868 / Fax: (905) 404-9972 875 St. Mary’s Street St. Paul, Norwood St. Mary’s Secondary, Cobourg Peterborough, ON, K9J 4H7 P.O. Box 310, 55 Oak Street 1050 Birchwood Trail Monsignor Leo Cleary, Courtice (705) 742-0594 / Fax: (705) 742-4215 Norwood, ON, K0L 2V0 Cobourg, ON, K9A 5S9 3820 Courtice Road North (705) 639-2191 / Fax: (705) 639-5192 (905) 372-4339 / Fax: (905) 373-4529 Courtice, ON, L1E 2L5 St. Anne’s, Peterborough (905) 433-0331 / Fax: (905) 433-9933 240 Bellevue Street St. Michael’s, Cobourg Peterborough, ON, K9H 5E5 CITY OF KAWARTHA LAKES 23 University Avenue West Mother Teresa, Courtice (705) 742-3342 / Fax: (705) 742-7060 Cobourg, ON, K9A 2G6 78 Glenabbey Drive St. Luke’s, Downeyville (905) 372-4391 / Fax: (905) 372-1452 Courtice, ON, L1E 2B5 St. Catherine, Peterborough R.R. #5, Lindsay, ON, K9V 4R5 (905) 433-5512 / Fax: (905) 433-1988 1575 Glenforest Blvd. (705) 799-5265 / Fax: (705) 799-0583 St. Mary’s, Grafton Peterborough, ON, K9K 2J6 Box 40 Holy Trinity Secondary, Courtice (705) 742-6109 / Fax: (705) 742-4549 St. John’s, Kirkfield Grafton, ON, K0K 2G0 2260 Courtice Road 1047 Portage Road, (County Rd. 48) (905) 349-2061 / Fax: (905) 349-1099 Courtice, ON, L1E 2M8 St. John, Peterborough General Delivery Box 248 (905) 404-9349 / Fax: (905) 404-9372 746 Park Street Kirkfield, ON, K0M 2B0 St. Anthony’s, Port Hope Peterborough, ON, K9J 3A8 (705) 438-3181 / Fax: (705) 438-1790 74 Toronto Road St. Francis of Assisi, Newcastle (705) 745-4113 / Fax: (705) 745-9707 Port Hope, ON, L1A 3R9 1774 Rudell Road Pope John Paul II, Lindsay (905) 885-4583 / Fax: (905) 885-6702 Newcastle, ON, L1B 1E2 St. Patrick’s, Peterborough 130 Orchard Park Road (905) 987-4797 / Fax: (905) 987-7279 300 Otonabee Drive Lindsay, ON, K9V 5K1 St. Mary’s, Port Hope Peterborough, ON, K9J 3T4 (705) 324-7445 / Fax: (705) 324-1104 10 Pine Street South (705) 742-9801 / Fax: (705) 742-0275 Port Hope, ON, L1A 3E7 FRENCH IMMERSION PROGRAMS St. Dominic, Lindsay (905) 885-6481 / Fax: (905) 885-4777 St. Paul’s, Peterborough 320 Mary Street West Elementary 1101 Hilliard Street Lindsay, ON, K9V 5X5 St. Anne’s, Peterborough Peterborough, ON, K9H 5S3 (705) 878-3660 / Fax: (705) 878-1086 MUNICIPALITY OF CLARINGTON St. Catherine, Peterborough (705) 742-2991 / Fax: (705) 742-6685 St. Joseph’s, Bowmanville St. Mary’s, Lindsay St. Elizabeth, Bowmanville (FRENCH IMMERSION CENTRE) Notre Dame, Cobourg St. Peter’s Secondary, Peterborough 16 St. Lawrence Street 610 Longworth Avenue St. Michael’s, Cobourg 733 Parkhill Road West Lindsay, ON, K9V 2J8 Bowmanville, ON, L1C 5B8 St. Dominic, Lindsay Peterborough, ON, K9J 8M4 (705) 324-3113 / Fax: (705) 324-1543 (905) 697-9155 / Fax: (905) 697-9376 (705) 745-1358 / Fax: (705) 745-5025 Secondary St. Thomas Aquinas Secondary, St. Joseph’s, Bowmanville St. Peter’s, Peterborough St. Teresa’s, Peterborough Lindsay 90 Parkway Crescent St. Mary’s, Cobourg 1525 Fairmount Blvd. 260 Angeline Street South Bowmanville, ON, L1C 1C3 St. Stephen’s, Bowmanville Peterborough, ON, K9J 6S9 Lindsay, ON, K9V 4R2 (905) 623-5151 / Fax: (905) 623-6783 (705) 745-0332 / Fax: (705) 742-3236 (705) 878-4117 / Fax: (705) 878-4059 È

27 A Poem to Parents All of you are parents Read all the street signs that you pass But you’re also teachers, too And the house numbers by the door And if you want to help your child And all the license plates on cars I’ll tell you what to do. And there is so much more.

Whenever you’re in the kitchen There are many words on buildings Let your child be your helping hands And trucks and cars you meet And show them all the labels There are billboards standing tall And let them read the brands. And shops on every street.

Say beginning and ending sounds Then when at last you do return And find some things that rhyme And you sit down together And they will quickly learn to read Please take this opportunity to read In a short amount of time. A book about whatever.

Let your children help you measure Being a parent is very special The butter, eggs and flour But as a teacher you are special, too And let them help you set the timer Just take the time to make learning fun For thirty minutes or an hour. And your child will love what you do.

Then, when you have to leave your house ~ Mary Beth Stanley In the car or for a walk Don’t forget this is another time To teach and learn and talk. Ã È

28 Notes

29 È Ä Imparting the Spirit Through Education

30 Ç Å Ç Å Ä É Ç ÁÄ É Ç Á