Curriculum Program
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Religion and Family Life
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The Early Learning Kindergarten Program
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Mathematics
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Science and Technology
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French and English Language Arts
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The Arts
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Social Studies
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Health and Physical Education
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Daily Physical Activity (DPA)
French as a Second Language
| Level(s) |
% of Instruction |
| Grade |
French |
English |
| JK - SK |
50% |
50% |
| Gr. 1 & 2 |
90% |
10% |
| Gr. 3,4,5 |
70% |
30% |
| Gr. 7 & 8 |
50% |
50% |
Special Needs
We believe in the integration of exceptional pupils in our French Immersion program, provided the placement best meets the needs of the pupil and is in accordance with parent's wishes.
Co-Curricular Program
The students at St. Luke School are exposed to a variety of activities. We are confident that our students benefit from the exciting co-curricular activities we offer which include:
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Sports Teams
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Student Council
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Rainbows Club
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Choir
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Virtue Club
- Coding Club
Assessing Student Progress
Provincial testing is one way we assess our students. The EQAO testing process is a useful instrument which offers us a "window" of individual school performance relative to the expectations set out in the Ontario curriculum documents. It provides a valuable snapshot for measuring student achievement in the writing and reading strands for Language as well as in all five strands in Mathematics.
In May/June of every year the EQAO conducts the provincial Primary and Junior Assessment. Both assessments engage the students over a period of five days in an integrated unit of work. During these units, students produce work to show how well they meet the Grade 3 and Grade 6 provincial expectations in reading, writing and mathematics. Additional information pertaining to the students' attitudes towards reading, writing and mathematics, their perception and self-evaluation in these academic areas and their activities in these subjects outside school are gathered and graphed. These results are shared with parents and assist educators in forming the School Improvement Plan.
The St. Luke students like others enrolled in an Early French Immersion program, share a unique position as participants in this province-wide testing process. As such, a number of factors must be taken into account when reviewing the achievement results. We must consider that although our students in Grade 3 write the identical test as their peers in the regular program, many have been introduced to formal English instruction only 8.5 months prior to taking the test. The grade 3 Mathematics component is written in French using a translated version of the English test. In Math as well, expressive language skills become increasingly important as the students are expected to describe their thinking and the steps they follow in solving Math problems while correctly using proper terminology.