Late French Immersion
The Late French Immersion program provides students with an education equivalent to that which is available in the English language program while providing opportunities to build cultural understanding, attain proficiency in French, and communicate effectively in the written and oral form. While the Ministry of Education guidelines state Grade 6 as the first grade level for a Late Immersion program, School District No.48 opted to begin local Late French Immersion programs in Grade 5.
Upon graduation from either program, students should be able to participate easily in French conversations, take post-secondary courses with French as the language of instruction, and accept employment with French as the language of work.
A lot of activity for our students. We have Carnival de Quebec where Bonhomme will is our special guest. This Carnival will be celebrated with L’ Ecole La Vallee. La Valle will be hosting a maple snow cone tasting. SHE will be hosting activity stations. The lead up to Carnival has a great learning component. We are learning about French Culture. Staff are contrasting and comparing Carnival activities to our own activities from Pemberton Meadows to D’Arcy
Wednesday our students and La Valle students have intramural sports. This provides a great opportunity for French Language learning as directions and refereeing are in French and English.
Benefits of French Immersion (FI)
- FI opens doors for students and gives students the ability to communicate with French-speaking people, here in Canada and around the globe.
- FI can increase appreciation of other languages and cultures as well as the students own.
- FI will increase job opportunities in many careers where knowing another language is a real asset.
- FI helps students learn other languages.
- FI gives students a global view of Canada and the world.
- FI enriches travel experiences, especially to the 29 countries where French
is the official language.
Previous Years: The teacher prep blocks of Physical Education (gr 5,6,7), Fine Arts (gr. 5,6,7) , and Ucwalmícwts (gr. 5,6,7), Culture (gr. 5,6,7), and the subject of English Language Arts (gr. 6,7) and Little Buddy activity delivered in a language other than French.
2018_19: The teacher prep blocks of Physical Education (gr 5,6,7) , Fine Arts (gr. 5,6,7), and Ucwalmícwts (gr. 5,6,7), Culture (gr. 5,6,7) and the subject of English Language Arts (gr. 6,7) and Little Buddy activity delivered in a language other than French.
Pro Social Learning Environment: The prep blocks of Physical Education and Fine Arts were scheduled throughout the week and English Language Arts took place on Tuesday afternoon.
2019_20: The teacher prep blocks of Physical Education (gr 5,6,7) , Fine Arts (gr. 5,6,7), and Ucwalmícwts (gr. 5,6,7), Culture (gr. 5,6,7), and the subject of English Language Arts (gr. 6,7) and Little Buddy activity delivered in a language other than French.
Pro Social Learning Environment – Physical Education (gr. 5,6,7) , TRAX (gr. 5,6,7) -(formally -Fine Arts), Ucwalmícwts (gr. 5,6,7), Culture (gr. 5,6,7) and Inquiry projects. The inquiry projects incorporate Applied Skills & Design, Career, and English Language Arts. The pro social Learning environments are scheduled on Tuesday, Wednesday and Thursday afternoon.
The Idea Behind a Pro Social Learning Environment
“A review of the French Immersion in SD48 took place in the fall of 2017. It was reported by schools that dual track programs can affect school climate by causing division between students in the French and English classes.
The blended French and English groups allow our students to experience pro social environments. It allows us get to know each other and learn from one another. It is important that our intermediate students work together so that they feel connected to one another and part of one community. School connectedness is a fundamental piece of student success and happiness. Middle childhood is a time in which healthy peer relationships are very important and can reduce the likelihood of bullying, anxiety, and depression.
Research also supports the idea that attachment is an integral piece of student success. The blended groups allow our students to build connections with others teachers which will help them to feel safer and more engaged at school. When students feel connected to more than one adult in the building, their sense of belonging increases. This is associated with lower emotional distress, a reduction in negative behaviours, and are associated with higher rates of resilience later in life.”