The Traditional Learning Centre is an alternative program
within the Calgary Board of Education, committed to providing an excellent
academic program and character education to average and above average
students.
Although the Traditional Learning Centre is academically
rigorous, it is not reserved for elite students. The program is designed
for all students who are motivated to work with teachers and parents to
thoroughly develop their ability to achieve excellence in a structured,
virtues-oriented environment.
Philosophy of the Program
The Traditional Learning Centre advocates:
High expectations for academic excellence and character development,
which are clearly defined
Direct whole group instruction that is sequential and enriched, building
on a foundation of knowledge, virtues, critical thinking, and inquiry
Structured, orderly, safe and nurturing environment that maximizes
student learning
Staff committed to continuous learning within a community of learners
Program Commitment
Parents and students sign a commitment form that indicates
their understanding and support of the school’s mission.
The principal makes maximizing individual student achievement the
top priority. There is a commitment to ongoing support for continuous
professional development and results-based research on curriculum resources.
The teachers set high expectations for student achievement and character
development and model these goals in their planning, communication,
and evaluation. They openly communicate with students and parents in
a positive, professional manner.
Parents encourage their children to persevere with academic rigour
and provide a distraction-free time and place for homework. They examine
students’ work and the daily agenda and provide enrichment activities
through the family.
Students make a commitment to doing their best and to respecting
themselves, others, and their environment.
Features of the Program
Focus on academic excellence and character development
Direct whole group instruction as the primary instructional strategy
Sequential learning that is structured, enriched, and purposeful
Early literacy developed through explicit phonics, spelling, and
grammar
Mastery of basic facts and problem solving strategies
Virtues-oriented environment developing responsible citizenship,
leadership and community service
Character circles to develop critical and reflective thinking
French as a Second Language Grades 1 through 9
Band beginning in Grade 5 in a middle school setting
Music, art and physical education
Technology to enhance instruction
Committed parent support
Regular homework
School uniforms in K to 9
Teaching Approach
The Traditional Learning Centre uses a teaching approach
that values knowledge. The teaching methods are research-based and results-oriented.
Whole group, direct instruction is used to teach basic skills. The teacher
chooses activities and structure that reinforce concepts and provide guided
practice. The use of assessment for learning tools such as rubrics, models,
and checklists are used to develop fluency and confidence. Once students
understand the basic concepts, critical thinking and inquiry projects
are put in place to help students expand their thinking and develop lifelong
learning skills.
Curriculum and Resources
Curriculum is based on the Alberta Program of Studies.
It is enriched by a carefully designed scope and sequence manual that
introduces advanced concepts to students at an early age. The program
is designed to give children an academic edge.
Resources are selected to complement the curriculum. Teachers
are committed to action-based research that evaluates the success of the
resource based on student achievement.
Liberal Arts Approach
A focus on the liberal arts brings balance between the humanities,
sciences and the fine arts.
Language programs use literature that is classical, modern and culturally
diverse. The Social Studies Program of Studies emphasizes history and geography and develops
links between cause and effect.
Math and science begin with basic knowledge, language and skills.
Application is made through problem solving and divergent thinking.
Technology is explicitly taught and integrated into the curriculum.
Physical education promotes life-long physical activity and healthy
lifestyles. Music and art develop practical skills along with a deep
appreciation for the history and impact of the arts on culture.
Learning Environment
Students are taught in a structured, orderly setting with
few distractions. Organizational and time management skills are modeled
through the use of a daily agenda and established routines. Character
education is purposefully taught in order to provide children with a common
language and present them with tools for problem solving.
School Uniforms
A school uniform reduces distractions and creates a common
culture. Students perceive themselves as serious learners in the universal
pursuit of excellence.
Student Profile
Grades K-4
At least average abilities and grade level achievement.
Age appropriate self-management and organizational skills.
The ability to focus on tasks for an extended period of time.
The ability to listen to and follow oral directions without delay.
Self-motivation and a willingness to be challenged academically.
A willingness to do nightly homework.
Ability and willingness to respect self, others and the learning
environment.
A desire to work and play with others and display good character.
An ability and willingness to take ever-increasing responsibility
and ownership for their own learning (independent work within a structured
setting).
A willingness to wear a school uniform.
Grades 5-8
At least average abilities and grade level achievement.
Age appropriate organizational skills.
The ability to focus on tasks for an extended period of time.
The ability to listen to and follow oral directions without delay.
Self-motivation and a willingness to be challenged academically.
A willingness to do nightly homework.
An ability and willingness to participate in positive social interactions,
engage in problem solving and model good character.
A willingness to undertake a leadership role in the school, including
citizenship and service.
An ability and willingness to take ever-increasing responsibility
and ownership for their own learning (independent work within a structured
setting).
A willingness to wear a school uniform.
Grades 9
At least average abilities and grade level achievement.
An ability and willingness to take ever-increasing responsibility
and ownership for their own learning (independent work within a structured
setting).
Self-motivation and a willingness to be challenged academically, including mandatory participation in Advanced Placement programs. TLC High School is not for the elite but it is for the prepared.
A willingness to do regularly assigned homework and review.
An ability and willingness to participate in positive social interactions,
engage in problem solving and model good character.
A willingness to undertake a leadership role in the school, including
school, community, and global service.
A willingness to adhere to school uniform expectations.
Successful students are those who are willing to accept the challenge of a rigorous academic curriculum and are eager for knowledge and service.
Grades 10-12
Students continuing in the TLC program are supported through their Teacher Advisory Cohort.
Students continuing in the TLC program are required to enroll in a Character Education course at all grade levels.
Students are encouraged to enroll in the highest level of academic courses and are provided with access to academically enriched programming such as Advanced Placement or International Baccalaureate.
Content Moderator: D. Nowlan
Web Administrator: L.
Miller
Last Modified:
April 20, 2010
