- École College Heights Elementary – French Immersion program (school also has regular program)
- École Heather Park Elementary – French Immersion program (school also has regular program)
- École Lac des Bois – French Immersion program
- Nusdeh Yoh Elementary – Indigenous Choice program
- Polaris Montessori Elementary – Montessori program
- Spruceland Community School of the Arts – Arts program
- Duchess Park Secondary – Francophone program with School District No. 93 which is an extension of their K-7 program at École Franco-Nord (school also has regular program)
- John McInnis Centre – Alternate Education programs through District Learner Supports
- Prince George Secondary – Montessori program for Grade 8-9 (school also has regular program)
Following Policy 6172.2 Choice of Programs and Schools, the Board of Education supports a variety of programs situated in specific schools. These opportunities are identified below: click on section titles for more information.
Learning two languages can open many opportunities for students. French Immersion offers a rich learning environment in both French and English for our students. French Immersion Programs are open to all non-Francophone students in School District No. 57 (Prince George). Students are eligible for entry at Kindergarten to Grade One. District schools that house the elementary program are: College Heights Elementary, Lac des Bois and Heather Park Elementary School. The secondary component of this program is offered at Duchess Park Secondary. Because this is an optional program, parents are expected to provide transportation. In early French Immersion Kindergarten to Grade Three, students receive all instruction in the French language. Grade 4-7 students receive up to 80% of their educational program in French. Secondary French Immersion students receive 50% of their program in French for Grade 8 through Grade 10, 25% in Grade 11 and 12.5% in Grade 12. The subjects taught to students are the same as those taught to English language students, but more of the program is delivered in French than in English. Students graduating from French Immersion programs are able to understand, speak, write and read French with near native fluency.
Secondary French Immersion is a challenging and rewarding program offered at Duchess Park Secondary School for students from early and late elementary Immersion programs. The aim of Secondary French Immersion is to ensure that a student's competence in French keeps pace with his/her increasing intellectual and general maturity. Continuing Immersion is necessary to maintain the level of French Language skills already achieved and to extend a student's general competence in French.
Indigenous Choice Program
As Indigenous peoples of North America, the Indigenous community has a unique relationship with Canada. Policy acknowledges their role as the First Peoples, recognizes the historic contributions of Indigenous communities and their diverse cultures, and acknowledges the vital role that the Indigenous communities play today and into the future. The establishment of an Indigenous Choice School represents a unique responsibility and opportunity to promote harmonious relationships and the co-existence of Indigenous and non-Indigenous people alike.
All Indigenous students are entitled to not only the quality holistic education that is available to all SD 57 students, but also one that validates, recognizes, and facilitates the revitalization of Indigenous cultures, histories, values, and languages.
Nusdeh Yoh, “house of the future”, has been chosen as our Indigenous school name. The name selection process involved consultation with elders, parents, staff, and students. All stakeholders desired a name that represented the hope inherent in this school to effect meaningful change in the lives of our children and families.
In the context of Nusdeh Yoh, student success is a holistic measure. We know that the emotional health and well being of our students is fundamental to their ability to access instruction and fully participate in their learning. Our focus on Restorative Practice is more than a philosophy of student discipline. It is an acknowledgement of the need for respectful relationships between all members of our school community and forms the foundation for a positive, welcoming school environment for all learners and participants.
Nusdeh Yoh: The house of the Future, welcomes all learners!
"Education should no longer be mostly imparting of knowledge, but must take a new path, seeking the release of human potentialities...Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by the experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witness to the unfolding of the human soul and to the rising of a New Man who will not be the victim of events, but will have the clarity of vision to direct and shape the future of human society."
Maria Montessori, Education for a New World, p.2
Montessori programs, based on the work done by Maria Montessori, emphasize learning through self-discovery, working in multi-aged groups, following a curriculum rich in hands on materials, and the development of the intrinsic motivation of the learner.
Both programs are supported by the Prince George Montessori Education Society, www.pgmontessori.ca a non-profit society which promotes Montessori preschool and school aged programs for Prince George.