If you would like to be involved in your child’s education in a more “hands on” way, then the APPLE Program may be just what you are seeking.
APPLE, an acronym for Alternative Parent Participating Learning Experience, is a program in which teachers, parents and children collaborate together for the sole purpose of enhancing the children’s educational experience. All references to parents in the APPLE Program documentation refer to parents/guardians.
APPLE students are part of the Thames Valley District School Board family at Arthur Ford Public School and follow the curriculum as mandated by the Ontario Ministry of Education. The difference is that the families of the students in our program commit to spend a minimum of ten hours a month volunteering in a variety of ways which serve to enhance their children’s education. There is no extra cost and the rewards are great!
Note: All references to parents in the APPLE Program documentation refer to parents/guardians.
History of the APPLE Program | ||||||||||||
The interest of extending parent participation into the elementary school began in the spring of 1982 when Mary and Peter White formed a group of London parents who spent time researching the topic. This group formulated a proposal which was presented to the London Board of Education in February 1983. The trustees accepted the proposal and plans began to open a parent participating alternative program in September 1983. After numerous hurdles, including staffing and enrollment issues, the APPLE Program officially opened its doors in September 1985 at Brick Street Public School. The first APPLE class was taught by Penny Hanford and there were 24 students representing 19 families. The constitution for the APPLE Program was formally adopted in November 1985 and the first election of officers for the parent committee occurred in December 1985. | ||||||||||||
Vision, Mission and Beliefs | ||||||||||||
Vision: Collaborative, Enhanced Learning Environment Mission: APPLE recognizes the differences in individual learning style, pace of learning and developmental needs of children and strives to provide a range of opportunities within the curriculum to reflect this diversity. Children will experience a joy of learning in a curriculum enhanced by the personal expertise of parents in collaboration with teachers and administration. This helps to foster a community of lasting relationships and promote critical thinking, skills and knowledge, creativity and personal development. Our Beliefs: Parental participation and cooperative planning in each class increases opportunities for individual student support and an enhanced classroom environment. Parents, Teachers and Administration collaborate to nurture a sense of community between home and school. A community atmosphere of acceptance and belonging provides students with a sense of security and personal worth as well as teaching them to respect and care for others. Children’s natural curiosity and inclination to learn is supported through an integrated curriculum where children are actively involved in a program that incorporates learning centers, teacher led experiences and individualized support for each child. Child-centered learning experiences reflect the strengths, needs and interests of the group and of individual children, and provide each child with a sense of competence and success. Collaborative groupings within and among classes and age groups foster the skills of leadership and shared responsibility, which make for well-rounded students who feel comfortable in the leadership and learning roles of their lives. Group learning experiences promote co-operation and collaboration, encouraging children to assist and support each other in the learning experience. Experiences beyond the classroom are valued as an integral part of a dynamic and diverse curriculum. |
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Volunteer Hours | ||||||||||||
Achieving Your Commitment of Monthly Participation Families who are involved in the APPLE Program agree to a minimum monthly participation of ten hours. Many families participate on a regular basis in the classroom and are members on one or more committees. The maximum participation is unlimited and usually a matter of time availability. APPLE tries to maintain a flexible approach to participation, recognizing that circumstances arise which may affect the amount of monthly commitment. Parent participation in the classroom has always been the backbone of our program. Opportunities for participation include:
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The APPLE Legacy | ||||||||||||
The APPLE Legacy: INTERPRETIVE STUDY OF LONG TERM INFLUENCES OF PARENT Thesis by: Bernie Lawrence (2009) |
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Penny Lane Park | ||||||||||||
Executive and Committees | ||||||||||||
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Contact(s)