Timetabling
Sample 5th Grade Timetable
The third Standard of Practice refers to using appropriate pedagogy and resources when planning for the needs of individual students and learning communities. This weekly learning schedule attempts to combine a number of different pedagogical ideas into a cohesive and organized plan for learning.
Three breaks are dispersed evenly throughout the day to create two-period learning blocks and provide students with rest. ‘Morning Snack’ break allows students to enjoy milk and a snack in case of insufficient breakfast.
Reading and writing workshops are scheduled with extended blocks midweek for in-depth activities. This allows ample time for the teacher to use engaging collaborative and cooperative learning approaches, drama, and interactive activities as recommended (Schwartz & Pollishuke, 2013, p. 181-182, Ontario Ministry of Education and Training, 2006, p. 46). Flexible time on Friday can be used for writing or reading as required, or more likely, be used to examine specific literacies such as digital, media, or critical literacy so that they can be effectively integrated in later classes (Schwartz & Pollishuke, 2013, p. 136; Ontario Ministry of Education and Training, 2006, p. 47).
Mathematics and French are at the same time each day for consistency, and the arts are at the end of the day so tired students can self-express and exercise. Science and Social Studies double-blocks support labs and activities that allow students to experience the significance of the content on a weekly basis and draw cross-curricular connections (Truesdell, 2014, p. 21, 44).
P.E. is daily to exceed Ministry of Education guidelines for physical activity (Ontario Ministry of Education and Training, 2006, pg. 49).
A period is dedicated each week to learning computer skills needed by 21st century learners (Schwartz & Pollishuke, 2013, p. 245).
References:
Ontario Ministry of Education and Training (2006). A guide to effective literacy instruction: grades 4 to 6, Toronto: Queen’s Printer for Ontario. Retrieved from: http://eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_3_Planning.pdf
Schwartz, S., & Pollishuke, M. (2013). Creating the Dynamic Classroom: a handbook for teachers, second edition. Toronto: Pearson.
Truesdell, P., (2014) Engineering essentials for STEM instruction: how do I infuse real-world problem solving into science, technology, and math? Alexandria, VA: ASCD.
Ontario Ministry of Education and Training (2006). A guide to effective literacy instruction: grades 4 to 6, Toronto: Queen’s Printer for Ontario. Retrieved from: http://eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_3_Planning.pdf
Schwartz, S., & Pollishuke, M. (2013). Creating the Dynamic Classroom: a handbook for teachers, second edition. Toronto: Pearson.
Truesdell, P., (2014) Engineering essentials for STEM instruction: how do I infuse real-world problem solving into science, technology, and math? Alexandria, VA: ASCD.
