The James Cameron School curriculum follows the learning outcomes of the BC Ministry of Education IRP’s at grade appropriate levels. As much as possible, multi-sensory techniques are applied, and students’ individual learning styles are matched.  Activities are designed to create a success-oriented environment. 

The use of technological aids, such as computers and Alpha-Smarts ® is wide-spread and available whenever needed.  Classes are small and instruction is individualized or in small groups, assisted by experienced classroom aides.

Each student has one block daily of one-on-one therapeutic tutoring.

Noon-hour clubs, sponsored by staff members who volunteer their time, provide a variety of extracurricular activities, such as junior and senior hockey club, art club, drama and music club, running and walking club, and junior and senior soccer club.  Each semester has a different set of clubs for the students.

The school day and school year are structured and predictable.  Organizational and self-advocacy skills are taught, reinforced and emphasized, so that the student will become an independent, capable learner.  As students practice and gain experience in successful learning and daily living, they become self-reliant and confident in their abilities.

CURRICULUM

The standard B.C. Curriculum is followed for Math, Social Studies, Science, Art, and P.E.  The curriculum is presented in such a way that the students will be able to manage the demands of the various subjects.

           For Language Arts, the classroom teacher presents group-oriented activities such as creative writing, drama, poetry, novel studies, etc. The basic areas of reading, spelling, grammar and comprehension are taught by tutors. Each tutor works on a one-to-one basis with her students for one block every day. Reading and spelling are taught concurrently, using the ORTON-GILLINGHAM METHOD. This well-proven method is a highly-structured, multi-sensory, sequential approach, teaching phonics. It starts with the smallest units of language, and builds on these units, which become words, first one-syllable, then multi-syllabic; then grow to phrases, sentences, and paragraphs. The method is repetitive and predictable, provides daily review of previously learned concepts, and most important, it is successful.  For students with learning disabilities other than dyslexia, a program appropriate to their needs is prescribed and taught.

            The tutors also provide reinforcement and enrichment activities, which are completed in a STUDY HALL session.  These activities encourage independent practice of the concepts.  Study hall is supervised by a trained aide, who assists in reading instructions and following directions, and in answering questions. The emphasis, however, is on the student doing the work independently.

            All students entering James Cameron School are working significantly below grade level, because of their learning disability.  They are placed at their approximate age-appropriate grade level, rather than at their reading grade level. This is done so that they are not penalized for having a learning disability, but are exposed to the curriculum appropriate for their age and intelligence. The subjects are taught in such a way that students are able to learn and work with the curriculum resources without the requirements for reading encountered in a regular school system. 

            As the students’ reading improves and they become able to manage some of the reading and language demands, this requirement is gradually phased in, so that when they return to the regular school, they will be able to cope.

            No assumptions are made about previously learned concepts, and when a new concept is introduced, constant review and practice will help to ensure that the new information will become firmly established and internalized.

            Much emphasis is placed on the students’ responsibility for their own work. Realistic goals are set, and each pupil is required to work hard to achieve these goals.  A great deal of staff support is available, and students are continually encouraged to become independent and self-sufficient learners. All the students are encouraged to do their best, and their instructional program is designed to remediate where necessary, to reinforce what has been learned, and to challenge the students to continue to strive to reach their potential.

                      PROMOTIONAL AND GRADUATION POLICY

            Students at James Cameron School usually do not repeat grades except in a few unusual circumstances. For instance, a student who started the program in grade 6 or 7 may choose to stay in grade 7 for an additional year in order to complete the Orton-Gillingham training. If this occurs, reinforcement and enrichment of the curriculum will be provided.

            Each year a battery of standardized tests is administered to each student to provide a measurement of growth.  The scores achieved on these tests serve to pinpoint areas of strength and weakness, as well as instructional areas needing additional emphasis.  The results are discussed with parents in detail, and will provide one of the criteria in determining the school’s recommendation to stay at James Cameron School for the following school year, or to return to the regular school system.

            Students working at or above grade level are ready to return to the regular school system.  This may occur at any grade level, depending on whether or not the student has completed the remedial program or not.  Students who leave based on the school’s recommendations are considered graduates.  Students who leave the school before completion of the program are not considered graduates, and do not receive a certificate of completion.

            In all cases of students leaving, the parents are urged to allow ample time for finding appropriate placement for their children.  A meeting regarding the transition will be held in January  with all parents of students who may be leaving.  The staff at James Cameron School will do their utmost to assist the transition to a new school in any way possible.