Cogito Program

This is a program that is knowledge-based program with clearly defined standards of achievement and measurable learning objectives:

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• Explicit whole group instruction.
•  Literacy M.A.P. (Meaningful Applied Phonics)
•  An enhanced curriculum, Cogito Scope and Sequence
• Required homework and committed parent support
• The Cogito Educational Society and the Cogito Alternative Program Society provide program support across Cogito schools

 Cogito's Unique Characteristics

• Enriched curriculum
• Sequenced knowledge content
• Focus on attention and increased concentration
• Early literacy developed through explicit phonics
• Strong mental and written math skill development
• Strong work ethic expected
• Regular homework required
• Committed parental support

Foundational Principles of the Cogito Program

1.       Cogito upholds academic excellence for all students and encourages and expects their best possible work.  Standards of achievement and measurable outcomes are clearly laid out for each grade level.  The curriculum systematically builds the strong knowledge base essential for formulating meaningful opinions, analysis and processes.

2.       Cogito actively fosters an orderly, disciplined and secure school environment based upon clear ethical principles (focused on learning) that are firmly adhered to and enforced.  Standards will be set for dress of students and staff (which may include uniforms), classroom organization (desks in rows), as well as other features described in Effective Schools research.

3.       Cogito approaches subjects as separate but inter-related disciplines necessary for a broad liberal arts education.  The program focuses on a solid foundation of English, mathematical concepts and other basic academic skills, as well as seriously attending to sciences, geography, second language, fine arts and physical education.  History focus occurs at appropriate grade levels.  Complementary courses are set and designed to enrich the core, often showing the connections between the disciplines.

4.       Cogito challenges and encourages students to always produce the best work they can.  Teachers assign, correct and return in a timely fashion, regular homework that reinforces and applies what has been explicitly taught.  Homework is meaningful and in measured amounts.  Systematic attention is paid to teacher marking of student work and errors corrected by the student, thus promoting accuracy and precision in expressive language, mathematical solutions, penmanship and spelling, in addition to curricular content.

5.       Cogito provides clear, timely and objective reporting of students' progress and individual achievements to grade level, district and provincial standards and norms in a quantified fashion.  Student marks will be reported as percentages at appropriate grade levels.

6.       Cogito recognizes that diligence, effort and scholastic achievement generate self-esteem, attention span and powers of concentration by providing a classroom environment where students work hard, spend their time on task and are actively engaged in learning.

7.       Cogito limits instructional methods and practises to those that fit the school's philosophy and are supported by Effective Schools research.  Whole group, teacher directed instruction is stressed.  Cogito does not allow computer technology to be the focus of education; instead computer skills are taught directly as a practical art.

8.       Cogito holds teachers, and the principal who leads the program, accountable for the effective teaching of a sound knowledge-based curriculum, the ability to maintain an orderly, emotionally secure and productive environment, adherence to the Cogito philosophy, and the measured performance of their students.  Parents recognize that the principal is the primary decision-maker on all instructional matters.

9.       The principal ensures students, teachers and parents are instructed as to their roles and responsibilities as detailed in the School Act and all foundational Cogito documentation.

10.   Cogito realizes that the primary responsibility of the teacher is to deliver the curriculum, not to function as a social agency or as an instrument of social engineering.  The work of teachers is compromised when they assume the role of parent, nurse or social worker.

11.   Cogito recognizes that, while schools are set up to teach students, parents have a primary stake and rightful interest in the education of their children and in the operation and performance of those schools in which their children are enrolled.  Parents are true and valued partners in their children's education and can look to the teacher and administration to foster this important role.

(Report to Board of Trustees, March 7, 2000)

Cogito Handbook 08-09