Message from the Principal
Aanii Parents & Guardians;
On behalf of the team here at the Wikwemikong Junior School, once again I am happy to welcome you to the 2018/2019 school year! We are looking forward to a productive partnership with you to ensure that our children can achieve their highest potential. We recognize that to be successful in school, our children need support from both the home and the school. We know a strong partnership will make the greatest difference in your child’s education. As partners, we share the responsibility for their success and we want you to know that we will do our very best to carry out the responsibilities. We ask that you guide and support your child’s learning by ensuring the following points:
1) Attends school daily and arrives on time (8:40 entry bell, 9:00 am school begins);
2) Completes all homework assignments given by teachers;
3) Reads daily to develop a love for reading and to improve literacy skills;
4) Shares school experiences with you so that you are aware of his/her school life;
5) Informs you if he/she needs additional support in any area or subject;
6) utilizes the student agenda daily as a means of communication;
Our aim at the Wikwemikong Junior School is to build a great foundation, filled with solid and memorable skills that your children will use when transitioning from our school to the Wikwemikong Pontiac School. We pride ourselves because we are a school where our traditions-culture-language are important in our daily lives. We respect diversity and remain respectful towards all our students. Our school motto is: A Family of Learning is a Great Place to Learn. To this end, I can wholeheartedly say that all the team members here at the Wikwemikong Junior School are committed to provide your child with a challenging, rewarding and culturally-sensitive curriculum delivered in a safe, positive and caring home-like environment.
Your child will be receiving a student agenda; and, we hope that it is returned to the school daily as it is an excellent way to communicate with the school. The student agenda has the school calendar along with our spirit days. We pride our school on character and spirit and our children love to partake in all these events as a means of having fun while learning. The student agenda also has our school rules and an information list for you the parent. Please take the time to read it and become familiar with it.
The curriculum at the Wikwemikong Junior School is delivered to the highest standards possible, while reflecting our unique identity as Anishinaabe people of Wikwemikong. At all levels, this is accomplished through supporting our team members during Collaborative Inquiries (on Wednesdays), and to provide release time for teachers, and to make our language resources available to them, with the ongoing help of our valuable Wiikwemkoong Anishnaabemowin Kinoomaagwin department.
I will continue to welcome all questions and visits from parents, guardians and/or community members. We would also welcome any volunteers for our after-school program, nutrition program, and parent council. A children’s success depends on us, together, working toward educational excellence for your son(s) and/or daughter(s).
Naahwhoo – Aambee, Maatcha taa daa!
Harold Fox, OCT B.A., B.Ed.
Principal, Wikwemikong Junior School
Mon – Friday: 9:00 a.m. – 3:00 p.m.
1st Wed. of each month: 9:00 a.m. – 2:00 p.m.
Our building opens at 8:00 am for the morning (jump start program) and ends at 5:00 pm with the After-school program. Our entry bell rings at 8:40 am so that our students can take advantage of the morning nutrition breakfast program.
Our Parent Council Meetings on Thursdays for most of the months beginning at 4:30 pm – 5:30 pm. We will provide snacks and refreshments. Please plan to attend!
November 7, 2018
December 5, 2018
February 6, 2018
March 9, 2017
April 10, 2018
June 12, 2018
We hope to see you!
In 1966, Wikwemikong Junior School had opened its doors to its first students. This beautiful one-story building covers a total land area of 2,537.76 square meters. The growing population of our community over the years reflects the additions- consisting of our present gymnasium in 1990-1991, two classrooms in 1996 and finally in 2000, an addition to the North section of the school, which made room for an additional three (3) classrooms and two offices.
Today, the Wikwemikong Junior School accommodates students from the Full-Day Kindergarten program to Grade 3. There are approximately 15 classrooms in the school with one classroom devoted to the Wiikwemkoong Anishinaabemowin Kinoomaagewin Department. We are also happy to welcome the Wikwemikong Student Success team back into our school!
If you walk through our school, which we invite you to do, you will get a sense of cultural pride by the painted murals on the walls, which were left as a legacy and a reminder of our connection with spirit and our identity as Anishinaabe people by the late Francis Kagige.
- Early Learning Kindergarten (ELK)
- Special Education Program
- Language & Math
- Native as a Second Language (NSL) Anishinabemowin
- Physical Education
- Social Studies
- Teacher Professional Development
- Before/After School Programs
- Reading Tips
Wikwemikong Junior School delivers the Ontario Curriculum through competent and caring Teachers. We offer a robust program that is both engaging and effective for all our students. Our programs run from August to June each year with breaks for holidays and professional development days. Just as we start strong in August, we also aim to finish strong in June with teaching and learning happening right until the final day of school. This page provides basic, general information about the ways of learning is facilitated and outcomes achieved at the Wikwemikong Junior School. Browse our programs listed on the left for more information.
There is an abundance of information that points to the strong connection that exists between play and learning. Our children are naturally curious and they explore this curiosity through playing. When kids are playing, it’s the perfect time to learn. For example, they will chat with their friends, chat with the teacher, build something, draw a picture, role play at a play center, listen to an audio book or sit quietly and observe. All of these activities help children develop, learn and build skills they need in grade one like problem solving, sharing, communication and how to read and write. All of these skills form the foundation of a love of learning and is the philosophy of play-based learning.
Classes are led by an Early Childhood Educator (ECE) and a Certified Teacher (OCT). Some of the old curriculum is incorporated in the learning areas and expectations along with a more informal set of teaching processes traditionally followed by ECE’s. There are six (6) learning areas in the Kindergarten Curriculum:
- Personal and Social Development 2) Language 3) Math 4) Science and Technology 5) Health and Physical Activity and 6) Arts.
For specific descriptions of each of these six areas, please visit the Ontario Ministry of Education’s website on Early Learning Kindergarten
The Special Education Program at Junior School focuses on the practice of educating students with special needs in a way that addresses their individual differences and needs.
This process is arranged by the Special Education Resource Teacher (SERT) and focuses on individual planning and monitoring of children who have been identified as special needs students. The goal of the Special Education program is to arrange learning so that teaching procedures, equipment, materials and settings are addressed according to the student’s needs so that they can achieve success at school and within the community.
The SERT works with families, school administration and potentially other education providers to ensure that Individual Education Plans (IEPs) are completed each term. IEPs are living documents that are intended to change with the growth and needs of the student.
The Special Education policies of the Wikwemikong Board of Education are attached.
For further information about Special Education at Pontiac and Junior School, please contact Roselynda Francis email@example.com
Wikwemikong Junior School has implemented Daily 5 Language Arts program and Math program. The Wikwemikong Board of Education has approved the Daily 5 and its Math programs as a conduit to deliver the curriculum, as the methodology truly empowers students to be active participants in their learning process. Below, you will find a brief description:
Daily 5- Language Arts Program
The Daily 5 program is a structure that helps students develop the daily habits of reading, writing, and working independently that will lead to a lifetime of literacy independence. The Daily 5 program is a combination of five different tasks throughout the almost two-hour literacy block. Students “rotate” through each one of the 5 different components of the Daily 5 program.
The 5 components are:
Read to Self: is the best way to become a better reader by practicing every day. Children can choose books that interest them at their appropriate reading level. During the training stages, children are taught how to select books at their correct reading level. Students self-select a book and read quietly for a set amount of time.
Read to Someone: allows for more time to practice reading strategies. This essential task helps students work on fluency, expression, to check for understanding, to hear their own voice, and to share with their partner. Students sit together as partners and read to one another.
Work on Writing: works the same way as reading, the only way students can be better writers is to write each day.
Listen to Reading: is a task that allows students to listen to examples of good literature and fluent reading. This task allows students to expand their vocabulary and become better readers. Students can do this on ipads /laptops or on traditional listening centers in the classroom.
Word Work: This task allows for consistent practice in spelling which aids in fluent writing and the ability to quickly write thoughts down on paper.
Students rotate between these tasks, but what the most important factor of this system is the choice that students have. Students will have the ability to select which task they wish to start with and which one he/she goes to next. Each essential task within the Daily 5 program is a foundational element in literacy through the K-3 grade levels at the Wikwemikong Junior School. While the students are rotating, the teacher(s) provide one-to-one/group guided reading, conferencing and assessment for children who are experiencing difficulty.
The delivery of the Daily 5 program allows for a change to the atmosphere in the classroom and the role for teachers. The program is supported by the First Nations Student Success Program (FNSSP) and delivered by each individual Classroom Teacher.
Our goal over the year is to use higher level thinking questions to guide our instruction and challenge our students. Every student is engaged in meaningful and purposeful mathematical tasks. We are proud that our students receive Teacher-Directed Math Instruction and are then given independent practice time (choices- rotations) to work on Math concepts independently. During the time that self-directed rotations are happening, the classroom teacher provides focused instruction to individual and small groups.
Teacher Directed Math Instruction-Focused instruction to small groups- The teacher provides the students direct, explicit instruction on the Math standards. At this time students will use a variety of tools and strategies to gain a strong conceptual understanding of abstract mathematical concepts.
Examples of tools include: manipulatives such as cubes, pattern blocks, number lines, and five- and ten-frames.
Examples of strategies include using: manipulatives (objects & tools); tally marks; a ten frame; mental math; a number line; drawing pictures and diagrams; write a number sentence; make a chart, table, or graph; and counting on.
Teachers may also choose to individual conferring or assessing during this time.
The Wikwemikong Board of Education recognizes the long-term benefits of the integrating Math to support independent learning, integration into language arts, and opportunities for choice. The Wikwemikong Math structure supports all levels of learning (differentiated learning) while fostering independence. Finally, this structure also allows for more one-on-one support in the classroom while providing students with the opportunity to learn through hands-on and cooperative learning.
As Wikwemikong’s first language, Anishinbemowin is taught in each class at Wikwemikong Junior School. It is the WBE’s belief that students do have a significant advantage and increased pride in their identity when they speak their native language, as becoming increasingly fluent shapes these young students to appreciate and understand their own culture.
Students at the Wikwemikong Junior School learn Anishinabemowin as a subject. At the elementary level, students must accumulate a minimum of 600 hours of Native Language instruction by the end of Grade 8.
Student’s proficiency in Native Language increases based on the amount of time and the level of intensity of instruction. The program is not an immersion program, but, one that provides students at the Junior School with a basic command of the language in order to increase their skills in later grades.
The Vision for NSL:
- The development of language skills combined with cultural awareness together form the basis of NSL instruction at the Wikwemikong Junior School.
The Objectives of NSL:
- Develop student’s language skills and improve their use of language through study, practice, and communication.
- Develop language skills in all three areas of language use – oral communication, reading, and writing.
Within Wikwemikong, we are fortunate to be home to the Three Fires Confederacy of Ojibway, Odawa and Pottawotami people. There exists three distinct variations of language dialects within Wikwemikong based on the three fires people. Therefore, special attention is given in the curriculum to the Native oral tradition and inviting speakers from the community and planning learning experiences that allow students to hear these speakers tell stories, legends and history and to learn songs.
The health and physical education curriculum promotes important educational values and goals that support the development of character. These include striving to achieve one’s personal best, equity and fair play, respect for diversity, sensitivity and respect for individual requirements and needs, and good health and well-being, these values are reinforced in other curriculum areas, as well as by society itself. Working together, schools and communities can be powerful allies in motivating students to achieve their potential and lead healthy, active lives.
We feel that content and the setting of learning in health and physical education make it unique in a student’s school experience. Students are given opportunity to learn by doing. Our students are given opportunities through experiences in the program and participate kinesthetically in activities in a gymnasium, in an open space- in and outside of the school.
Using culturally appropriate teachings, students develop skills, knowledge and understanding, and attitudes that will serve them both inside and outside the classroom.
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides a coordinated study drawing upon different disciplines- like science and geography. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
Our students at Wikwemikong Wasse Abin School will be able to apply the skills they learn in social studies in a variety of contexts to examine information critically, to assess the significance of events and processes, to develop an understanding of and respect for different points of view, and to reach conclusions and propose solutions to critical problems.
When elementary-aged children reach Wikwemikong Junior School, they enter one of the most creative periods of life, and will create based on those talents they have begun to develop in these earlier years. The teaching staff at Wikwemikong Junior School recognize that this period of development is the time to explore as many creative forms as possible. Therefore, children will be exposed to a variety of art experiences.
Children also benefit from having a variety of art materials available to them at all times and a space to work where they can be inspired. It is important to provide the best quality that we can afford—pencils, crayons, felt pens, clay, paper, brushes—and to teach the child how to use and care for them- to be respectful of the materials.
Because the children of Wikwemikong come from a rich history of art, every opportunity will be offered to study and teach aboriginal and indigenous forms of Art.
For more information about any of the curriculum topics, please visit:
Wikwemikong Junior School supports the teaching staff by empowering teachers to bridge theory and practice in a Collaborative-Inquiry (CI) professional development environment.
Collaborative Inquiry is a rich, learning opportunity for teachers in a team setting. It is built upon questions that teachers themselves pose and then work towards solving and sharing together in a cycle. It is, therefore, a systematic process of reflecting, action and interacting with one another and within the other stakeholders in the school system.
Through the process, participants engage in structured activities and experiment with new practices in their daily work. Group members then reflect together to make sense of what happened in the action phase and to develop and refine possible answers to their question/problem.
In collaborative inquiry teachers work together to define problems; they co-plan, co-teach, co-monitor and interpret outcomes, and then consider together “what’s next.” When teachers collaboratively develop and test their own conceptions, they can better grapple with new theories and practices (Canadian Education Association).
A prime reason for Wikwemikong implementing Collaborative Inquiry is due to the very fact that it helps solidify deep connections among teachers and a unique peer-networking opportunity. Teachers support one another in taking risks in their teaching practice that advance their individual and collective learning and of course, generate new knowledge rooted in their work.
Jump Start & After School Programs
The Junior School is a truly innovative school. The school provides the opportunity for students to realize their full potential and develop into highly skilled, knowledgeable, caring individuals who will participate fully in any society through a positive self-concept of our Anishinaabe nation.
We are truly honored to provide the after school & jump start programming for the families of the children enrolled at our school. We understand that all parents and guardians send us their very best gifts from the Creator and we are delighted to treat each student as a gift. We are committed to providing your child with a challenging, rewarding and culturally-sensitive program delivered in a safe, positive and caring environment. This is the fourth year that the Junior School has provided an after-school program. Although we consider the program new, it continues to flourish and grow.
The goal of the program is to assist parents/guardians who are working, or enrolled in an educational study and, or training. The program is designated for approximately 35 children. Its purpose is to give the children an opportunity to play informal games, receive homework assistance, and eat nutritional snacks, and provide the same comforts of being at home. It provides working parents/guardians a sense of security in an environment where children can participate in an intellectual, creative, social and recreational activity that is developmentally and linguistically appropriate in after school hours. The team at the Junior School are sensitive to the children’s emotional and developmental needs. This program strives to have an atmosphere that is homelike, relaxed and as flexible as possible. We would like to thank our partnership with LDM for this year’s initiative.
Tel: 859-3536 Fax: 859-2747
|Principal||Mr. Harold Fox, O.C.T. firstname.lastname@example.org|
|School Secretary||Mrs. Ramona Peltier email@example.com|
|Kindergarten Teacher||Ms. Lisa Bondy, O.C.T.
Teacher Aide, Jennifer Abel
|Kindergarten Teacher||Mrs. Judy Staruck, O.C.T.|
|Mrs. Shelly Trudeau, Teacher Aide, ECE|
|Kindergarten Teacher||Ms. Yvette Manitowabi, O.C.T.|
|Ms. Paula Recollet, Teacher Aide, ECE|
|Kindergarten Teacher||Mrs. Elizabeth Pitawanakwat, O.C.T.|
|Mrs. Iris Beaudry, Teacher Aide, ECE|
|Kindergarten Teacher||Mrs. Jacinta Manitowabi, O.C.T.|
|Mrs. Debra Wemigwans, Teacher Aide, ECE|
|Grade 1 Teacher||Ms. Ann Assiniwe, O.C.T.|
|Grade 1 Teacher||Mrs. Zoey McGrath, O.C.T.|
|Grade 2 Teacher||Mrs. Nicole Peltier, O.C.T.|
|Grade 2 Teacher||Mrs. Rachel Lewis, O.C.T.|
|Grade 2/3 Teacher||Mrs. Brenda Pangowish, O.C.T.|
|Grade 3 Teacher||Mrs. Kelly Ryan, O.C.T.|
|Grade 3 Teacher
Numeracy Coach – W.S.S.P
Early Literacy Resource- literacy facilitator
|Mr. Howard Ominika, O.C.T.
Mrs. Candace Cheechoo, O.C.T.
Ms. Teina Pitawanakwat, O.C.T.
|Native Language Teacher||Mrs. Evelyn Wemigwans|
|Physical Education Teacher||Mr. Jeffrey Eshkawkogan, O.C.T.|
|Special Education Teacher (SERT)||Mrs. Tracy Cooper O.C.T.|
|Mrs. Cathy Harley, O.C.T.|
|Librarian||Mrs. Janet McComb|
|Education Assistant||Mr. Francis Trudeau|
|Education Assistant||Mrs. Angel Odijig|
|Education Assistant||Mr. Illa Proulx|
|Education Assistant||Ms. Mary Agnes Shawana|
|Crossing Guard||Juanita Cooper|
|Custodial Staff||Mr. Ronald Animikwan|
|Ms. Velma Armstrong|
|Mr. Lawrence Shawagonabe|
|After School Program||Kyle Aibens|