Superintendent of Schools
Darrel Robertson
Assistant Superintendent
Kathy Mulethaler
Ward 1 Trustee
Cheryl Johner
Principal
Mary R. Butlin
Assistant Principal
Modey Amerey
École Dickinsfield School
14320 – 88A Street
Edmonton, AB T5E 6B6
Phone : 780-476-4646
Fax: 780-473-4295
e-mail: dickinsfield@epsb.ca
website: dickinsfield.epsb.ca
SCHOOL HOURS
École Dickinsfield School is on a five day schedule.
Advisor Home
8:35 am – 8:47 am
Room
Period 1
8:49 am – 9:41 am
Period 2
9:43 am – 10:35 am
Period 3
10:39 am – 11:31am
Lunch
11:31 am – 12:21 pm
Activity Bell
11:55
Period 4
12:21 pm – 1:13 pm
Period 5
1:15 pm – 2:07 pm
Period 6
2:11 pm – No Period 6 – Early Dismissal
3:03 pm
THURSDAY
Please note you may only go to your locker before 8:25a.m.,
during the 4 minute break between Blocks 2 & 3 and between
Blocks 5 & 6, during lunch and after school. One exception is
before or after PE. Teachers are very understanding during the
first month of school of new students if they are late, or if another
teacher has detained the student.
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Map of School
Drama
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Library and
Tech Room
Change Rooms
Comp
Room
Fitness
Centre
School
Store
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Administration
Mary Butlin
Modey Amerey
Teaching Staff
École Dickinsfield School
2015-2016
Principal (mary.butlin@epsb.ca)
Assistant Principal (modey.amerey@epsb.ca)
Beil, Steve (Steven.Beil@epsb.ca)
Badger, Susan (Susan.Badger@epsb.ca)
Corrigan, Lena (lena.corrigan@epsb.ca)
Jensen, Frances (fran.jensen@epsb.ca)
Kudryk, Alicia (alicia.kudryk@epsb.ca)
Maldonado, Kerri (kerri.maldonado@epsb.ca)
Marinkovich, Bob (bob.marinkovich@epsb.ca)
McLean, Juliette (juliette.mclean@epsb.ca)
Merta, Andrew, (andrew.merta@epsb.ca)
Mudry, Matthew, (matthew.mudry@epsb.ca)
Nichols, Ryan (ryan.nichols@epsb.ca)
Proudfoot, Kelly (kelly.proudfoot@epsb.ca)
Reinholdt, Linda (linda.reinholdt@epsb.ca)
Somers, Tina, (tina.somers@epsb.ca)
Wood, Sacha (sacha.wood@epsb.ca)
Zacher, Angela (angela.zacher@epsb.ca)
Support & Custodial Staff
Aslund, Pat, Library Tech (pat.aslund@epsb.ca)
Asghari, Mahtab, Administrative Assistant (mahtab.asghari@epsb.ca)
Bragg, Tracy, Educational Assistant (tracy.bragg@epsb.ca)
Escobar, Fermin, Head Custodian (fermin.escobar@epsb.ca)
Estrada, Maria, Evening Custodian (maria.estrada@epsb.ca)
Fadli, Najla Chikh, Administrative Assistant, (najla.chikh.fadli@epsb.ca)
Popowich, Nicole, Educational Assistant, (nicole.popowich@epsb.ca)
Liaison Staff
McKennitt, Hazel (FNMI)
Habiba (Somali)
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Student Handbook
COMMUNICATION WITH HOME
The staff of École Dickinsfield School believe that frequent communication with home is
essential to ensuring parents are partners in their child’s education. To help facilitate this
communication the staff of École Dickinsfield School has implemented the following
communication plan:
 Homeroom advisors make an initial contact with parents within the first two weeks of
school
 the following info will be shared
o Homeroom advisor will introduce self as the first contact for any general
concerns at school; Homeroom advisor is parent/student go-to person for
general concerns.
o Homeroom advisor will
 ask if there is anything special you want staff to know about the child?
 Inform parent of Family BBQ & Meet the Teacher
o Also, please be aware and check the calendar for the following information:
 Parent/Techer Interview & Celebration of Learning – portfolio sharing
nights
 teacher initiated conferences with parents of at risk students
 opportunities for parents to e-mail teachers directly
 opportunities for parents to book appointments with teachers
throughout the year
 class and school updates on SchoolZone are continuously uploaded
 all parents have access to SchoolZone to peruse their updated child’s
grades at any time
 homework, attendance and other important information posted to
SchoolZone
 monthly school updates via Parent Council Meetings that all parents are
encouraged to attend
SCHOOLZONE
School Zone is a web-based Edmonton Public School site that provides parents, students
and teachers with secure access to school and student information. School Zone is the
primary method of communication used at École Dickinsfield School. This may include:
School News
Project Work
Class
Specific Assignments
News
Daily
Exam Dates
Attendance
Progress Reports
IPPs
Special Events
Field Trip Forms
Formative
Assessments
Library books
Resources
Student
Handbook
Assessment
Policy
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Homework
Curricular
Outcomes
Summative
Assessments
Fee Sheets
Year Calendar
Weekly Memo ThePUNCH
LINE
At the beginning of the school year all parents are automatically registered in School Zone and
will receive a password and username which will allow you to access your child’s information.
STUDENT CONDUCT AND BEHAVIOUR
THE SCHOOL ACT, SECTION 12 STATES:
A student shall conduct himself or herself so as to reasonably comply with the following
code of conduct:
 be diligent in pursuing the student’s studies;
 attend school regularly and punctually;
 co-operate fully with everyone authorized by the board to provide education
programs and other services;
 comply with the rules of the school;
 account to the student’s teachers for the student’s conduct;
 respect the rights of others.
(http://www.qp.gov.ab.ca/documents/acts/S03.cfm)
DRESS CODE
Students are expected to conform to appropriate standards of dress and grooming. We ask that
students are neat, clean, and suitable and covered. Learning is the students’ work and school is
their workplace. The school is not a park, and learning is not a leisure activity. Students should
dress for the business of the day.
École Dickinsfield School is expecting that student dress will not interfere in any way with
teaching and learning. Student clothing should not be negative toward any group, promote
illegal activities, or be attention-seeking, offensive, or distracting to others.
Students following these expectations are NOT to wear the following:
 low-cut tops or tops with spaghetti straps
 pajamas
 exposed underwear (briefs, boxers, bra straps, etc.)
 midriff-baring tops
 “short-shorts” or mini-skirts (shorts or skirts should cover to the mid-thigh area)
 chains or other accessories that could be interpreted as weapons
 headwear: hats, bandanas, scarves or sweatbands (with the exception of headwear
worn for religious purposes or during P.E. type activities)
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Clothing with offensive language, slogans of pictures (this includes phrases intended to
mimic other words or promoting under age illegal activity).
Students who choose to disregard the dress code will be asked to change or cover up. Repeat
offenders will be sent home to change.
We anticipate a positive partnership between school and home to ensure that student dress
does not distract us from our primary purpose: focus on teaching and learning.
COMPLEMENTARY/OPTION COURSES
Complementary courses or option courses are an expected part of junior high course work
experience. Fees are charged for these courses for the food consumed, wood used and taken
home, as well as individual items used up by students. Fees for these courses can be paid
throughout the year or as a onetime charge. If there is an issue to pay these fees, please contact
the office.
RESPECT FOR SCHOOL PROPERTY
We are expected to treat all school property (walls, desks, lockers, etc.) with dignity, care, and
respect.
1. Clean footwear should be worn in the school at all times, especially when entering from
outside.
2. Keep school desks and lockers clean inside and out and in good operating condition.
 Students shall not add graffiti to lockers, desks, walls, etc.
 Use of a school locker is a privilege, not a right. Desks and lockers are the property
of the school and therefore subject to inspection without prior notice as determined
necessary by the school administration.
3. Keep hallways and school grounds free from litter.
4. Eat lunch in the supervised lunch areas.
5. Report any vandalism or damage of school property to the school office or classroom
teacher immediately upon discovery.
6. Use school and recreational equipment appropriately.
7. School property includes the technology at our school, i.e. SmartBoards, Chromebooks,
computer labs, laptops, etc. All students will respect and provided the utmost care for
our technology.
8. Students will also be reminded that the computer acceptable use form outlines proper
behavior expectations for students when using school technology.
LEARNING TONE/ATTITUDE/RESPECT
When students enter the building they should demonstrate a sense of decorum. They
are expected to avoid the use of profane language and inappropriate gestures. Refrain from
shouting, running and rough-housing. Use of digital devices such as IPods, cell phones, and
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other electronic equipment during class time is at the teacher’s discretion and students
must respect the teacher’s classroom rules and expectations. Skateboards and in-line
skates are to remain in lockers or be placed in a designated area during school hours.
OBEYING THE LAW
École Dickinsfield School students are expected to behave in law-abiding ways. School
is NOT a sanctuary outside of the law. Police advice/involvement will be sought as required.
Contraband items such as cigarettes, lighters, matches, pornographic materials, racially
intolerant materials, knives of any type, firearms, alcohol, illegal drugs, and syringes are not
permitted on school property. This, of course, is not an exhaustive list. It is only meant to serve
as an example.
Parents may or may not be called prior to police involvement, but will be contacted and
informed as soon as possible from administration
ELECTRONIC DEVICE SEARCH
If Edmonton Public School Board staff have reasonable grounds to believe that an
electronic device contains evidence pertaining to a breach of the District’s Student Behaviour
and Conduct Policy and/or the School Behaviour Policy, it is the expectation that students make
available to school administration the unaltered contents of the permanent and/or removable
memory of their cellular phone or electronic device. Failure to make the contents available can
be considered willful disobedience and is grounds for disciplinary action.
ATTENDANCE AND PUNCTUALITY POLICIES
Section 13 of the School Act clearly states that attendance in school is mandatory for all
children in the province who are between the ages of 6 and 16. Parents are responsible to
ensure that their children regularly attend school. At École Dickinsfield School we know that
students with high absenteeism (more than 10 days per year) often experience difficulty
keeping up with their studies. As a result the staff and administration will exercise all avenues
available to ensure the regular attendance of students. This will include referrals to the
Attendance Board when necessary.
1. For students, attendance at school should be regarded as their JOB. At École Dickinsfield
School as in the adult world, we expect that students will:
 be at school
 be on time
 be prepared for each class with all materials required and with all assignments
completed
 be positive contributors to École Dickinsfield School
2. PARENTS ARE REQUESTED TO CALL THE SCHOOL IF THEIR CHILD IS GOING TO BE
ABSENT FROM CLASS. Otherwise, parents will be telephoned to determine the reason for a
student's absence. We appreciate your cooperation in helping us ensure the safety of your
child. All morning absences should be reported before 9:00 a.m. and all afternoon absences
reported before 1:05 p.m.
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3. When you know in advance that your child will be absent from school, parents are
requested to send an explanatory note to the office giving the date and reason for the
absence. Under the School Act, the only reasons that are accepted as “Excused
Absences” are:
 Illness/Bereavement
 Religious Reasons
 Field trip
 School suspension/Expulsion
4. Extended Vacations are not deemed an acceptable reason for absence and as such
parents are strongly discouraged from planning extended vacations during the school year.
Extended absences from school often impact a student’s ability to demonstrate proficiency
on curricular outcomes. Please note, it is not the responsibility of the École Dickinsfield
School to provide programming to your child before they leave. Students will be
responsible to work with their classroom teachers to make up missed work upon their
return. Failure to do so may greatly impact their achievement.
5. Junior high students are expected to be IN THEIR HOMEROOM CLASS (AM) and SUBJECT
CLASS (PM) AND SEATED IN THEIR DESKS at 8:36 a.m. and 1:1 p.m. Students not in class
at those times will be counted as late, unless excused by the office.
6.
There is a 10-minute nutrition break between periods 2 & 3 which is provided so that
students may use the washroom and drinking fountain if necessary. Students are
encouraged not interrupt the learning environment during class to take care of these
requirements.
8. Sign-out: Students who leave the school during the school day for appointment or illness
must:
 bring a note from home or have their parents call the school
 inform the classroom teacher of their departure
 register in the Sign-Out book at the office
Students will not be sent home without prior knowledge of the parent or guardian. It is
important for every student to know that once he/she has registered, he/she may not leave
the school building without first signing out at the office.
STUDENT SUPERVISION
Students are expected to leave the school promptly at dismissal time unless involved
in a supervised activity and report home or to a location determined by their
parent/guardian. Students are also expected to arrive no earlier than 7:45 a.m. and
should leave by 3:25 p.m.; beyond these times supervision is not provided.
Since we are responsible for your child, we MUST KNOW where he/she is at all times.
HOMEWORK
Homework is an essential part of the school routine and developing good study habits
ensures success in all future studies. Each of the areas listed below should be part of the
regular homework schedule:
 completion of work not finished in class
 completion of daily assignments
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working on long-term assignments (do not leave these until a few nights before they are
due)
review of work taken that day (studies have shown that 70% of material learned in class
is forgotten within three days if there has been no review)
study for exams and tests
read in the subject area or free reading
Helpful Hints for Homework
Families are expected to check for homework each night on SchoolZone. Some tips to
ensure your successful completion of homework are as follows:
 Review core material every day.
 Use the agenda every day to record assignments.
 Choose a quiet place where there are no distractions to do your homework. Never work
in front of the television set.
 Make sure your homework area is equipped with all the supplies you may need (pens,
pencils, erasers, ruler, sharpener, paper, dictionary, sticky notepad, stapler, paper clips,
etc.).
 Together with your parents, establish a regular study or homework schedule.
Remember 10 minutes per night per grade is a good rule.
 Nightly homework should include the preparation of your backpack/book bag for the
next day. Check that all homework, gym clothes, musical instruments, etc. are included
and ready to go. Leave your bag by the door!
SCHOOL LUNCH TIMES
Lunchtime is a quick 50 minutes which gives students enough time to eat lunch and
rejuvenate, but we highly discourage students from leaving our school campus. We provide
safety and supervision over lunch, a school store to purchase food and drink items, a place
to sit, microwaves; and even activities such as clubs, basketball courts, intramurals and a
workout room. Please send your child to school with the expectation that they will stay on
our school grounds for lunch. Student leaders will also open the school store in the fall and
there are healthy snack choices in the school vending machines.
Additionally, we encourage healthy food and drink choices. As such we do not allow
energy drinks, sugared carbonated beverages, pop, or slurpees to be consumed by
students in the school. Energy drinks will be confiscated and disposed of when brought
into the school building. This decision has been made to uphold the District’s Board Policy
of healthy food choices for our students. – Healthy Food – Healthy Lives – Healthy children.
FIELD TRIPS
Field trips are a wonderful way for teachers to provide students with new life
experiences or to enhance student learning of curricular objectives. The type and duration
of fieldtrip is determined by your child’s individual classroom or subject teacher and is
usually selected based upon a specific learning goal. In order to assist teachers in their
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efforts to provide all students with a safe, enjoyable, and meaningful fieldtrip, the staff of
École Dickinsfield School is obligated to adhere to all district and school regulations. The
complete district policy regarding field trips can be accessed on the district’s website at
www.epsb.ca. A summary of our school fieldtrip policy is as follows:
 In order for a student to be eligible to attend an out–of-school fieldtrip, parents must
return a signed district permission form to the school. No other method of approval
will be accepted. By law these forms must be kept on file for a period of three years.
 To ensure that appropriate arrangements can be made well in advance of the fieldtrip
date, signed permission forms and payment must be turned in by the date printed on
the fieldtrip form. Students who do not meet this deadline will remain at school.
 Fieldtrip permission form MUST be returned with a yes/no answer. There must
be 80% participation in the fieldtrip or it will be cancelled.
 In order to ensure that the fieldtrip is a success and meets the intended learning goals
teachers may refuse the participation of students based upon a history of negative
school behaviors.
 The school will provide each student with one copy of the fieldtrip form to be taken
home. If the form is lost or misplaced, the student will not be provided with an
additional copy to take home. Instead, parents may be asked to come into the school
and provide consent by signing a replacement copy. The office staff will not fax or email a second form.
 École Dickinsfield School expects its student body to maintain the highest standard of
conduct whenever and wherever they are representing our school. Since a field trip is
an extension of the school program, all normal school expectations apply.
 Students are responsible for all school work missed in other subjects as a result of
attending a fieldtrip.
 Insurance coverage for students is a parental responsibility; therefore, student
insurance is not provided by the school district. Applications for accident insurance
will be available in September.
FRENCH FIELD TRIPS
French Immersion students at École Dickinsfield School have the opportunity to participate in
two trips that allow them to experience the French language and culture in authentic
environments.
Through Sevec, grade 8 students are involved in an exchange program with a Francophone
school in Canada (Typically Quebec or New Brunswick). Our students spend a week “living” the
French language and culture with a twinned family and host that student here in Edmonton.
In grade 9, students have the chance to experience the ultimate authentic experience by going
to France. During a 10-12 day trip, students will visit Paris, stay with a French family in
Normandy for a few days before travelling to the south of France where they visit Avignon and
Nice on the French Riviera.
Note: Field Trips are always subject to changes in itinerary if required.
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STUDENT ACTIVITIES
All students are encouraged to develop their social and physical skills through involvement
with:
 noon hour sports
 inter-school teams
 leadership class coordinated activities
 clubs and programs sponsored by parents or staff
 music groups
 field trips
 game days
 concerts
 special celebration days
There are many opportunities for students to be involved in a variety of co-curricular activities
during the course of the year. However, student involvement is a privilege which may be
withdrawn for individual students whose academic performance is below the level expected for
them or whose behavior is below the standard expected of students at École Dickinsfield
School.
STUDENT COUNCIL
All students are invited to join boards
Position
Job Description
Executive
Board
-involves all members of the Executive
-alternates meeting every Fri 11:30 with the Prez Board
Prez Board
-involves only Prez, VP , Treasurer & Secretary
-alternates meeting every Fri 11:30 with the Executive Board
President
Organizes all communication (assemblies, morning announcements, staff presentations, public speaking,
guests) meets with Prez or Exec team and Principal every week, sets agenda for Exec meetings, monitors
attendance, meetings of Grade Boards, Social, Athletics, Tech, Culture,
Vice President
assigns & monitors long lockers, meets with Prez or Exec team and Principal every week, monitors
attendance, meetings of House Boards, Service, Intramural, Peer Tutor, Store Boards
Secretary
meets with Prez or Exec team and Principal every week, Responsible for all Exec & Prez minutes and
emails with all exec, responsible for all written communication, monitors the Panther Points with Treasurer
Treasurer
meets with Prez or Exec team and Principal every week,monitors the $200 budget of all 15 boards,
monitors the Panther Points with Secretary
Social Board
organizes all monthly theme events eg October Hallow-e'en with Dance, Nov- Western Days, December
Winter festival & Dance, January Beach Days, February Valentines day & Dance , March Tropical day, April
Easter activity and Spring Fling, May Touch of class, this board tries to meet Monday lunch
Service Board
Organizes one EPSB United Way, one local eg. Stollery and one international fund-raiser, this board tries to
meet Monday lunch
Athletics Board
profiles all inter-school teams, eg announcement abut games, competitions to increase spectators, Athlete of
the Week, this board tries to meet Monday lunch
Intramural
Board
organizes all lunch hour gym house sporting events, this board tries to meet Monday lunch
Technology
photographer, sets up Student Council display in library and halls, sets up all tech for assemblies, dances
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Board
and any special events, supports all other, this board tries to meet Monday lunch
Peer Tutor
Board
Grade 9 students who work in the library at lunch and, ,if requested, in Homework club after school, helping
other students with core work. this board tries to meet Monday lunch
Cultural
Awareness
Board
organizes Multi-Cultural Day, Aboriginal Day, Black History Month, recognizes many religious/ethnic events
with posters and announcements, this board tries to meet Monday lunch
Store Board
Organizes the workers in store at lunch & Breakfast Club, sells the special orders, e.g. Booster Juice, this
board tries to meet Monday lunch.
Grade 9 Board
Farewell Fund-raising, Supports Restorative Practices with Classroom Conference, BTH, etc. supports
Service Board with Local project, Grade Boards try to meet on Wednesday at lunch
Grade 8 Board
coordinates Career Pathways Program, helps Service Board with International project, Grade Boards try to
meet on Wednesday at lunch
Grade 7 Board
Career Soft Skills Program, Dickinsfield Aux Hospital Service, Grade Boards try to meet on Wednesday at
lunch
Eagle Board
Promotes Panther competition, special house events and challenges, fun days eg. Crazy hair day etc, House
Boards try to meet on Tuesdays at lunch
Punch Board
Promotes Panther competition, special house events and challenges, fun days eg. Crazy hair day
etc., House Boards try to meet on Tuesdays at lunch
Dickins Board
Promotes Panther competition, special house events and challenges, fun days eg. Crazy hair day
etc., House Boards try to meet on Tuesdays at lunch
BATTLE OF THE PANTHERS
is a friendly competition where homerooms are grouped and points are awarded for
 Intramural participation
 Athletic team & SC Exec
 Honour roll
 Various board activities
 Office responsibility ie returning forms etc. (1 pt/regular participant
 Class points are weighted to account for the differences in class size
The Panther Teams are as follows: Eagles, Punch & Dickins Active membership on Student Council through the year is strongly considered when looking at final
school major awards, Farewell Ceremony positions and next year Student Council positions.
Long lockers are distributed based on leadership shown in school
Panther Days (special field trips)are awarded to the top homeroom in each house, at the end of
each term
INTERSCHOOL TEAMS
All École Dickinsfield School students are eligible to try out for interschool teams. Involvement
requires a significant commitment of time and effort on the part of team members. Student
Athletes must adhere to the school code of conduct, maintain excellent attendance and achieve
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passing grades in order to play on any of our teams. A standard team fee of $25 per student
athlete will be charged for all teams to help off-set some of the costs for transportation, officials
and supplies. There may be additional fees for various teams. All teams are subject to change
based on the availability of coaches. École Dickinsfield School has a long tradition of success in
interschool athletics. Opportunities may exist for student involvement in the following areas:
Soccer and Indoor Soccer
Volleyball
Basketball
Track and Field
Wrestling
Slow Pitch
Badminton
Cheer
FINE ARTS PRODUCTIONS
Ready to show off your artistic side? Dickinsfield opens up a chance for students to participate
in Drama and Music productions every year. Our Drama production is open to all students
within our school. Students are asked to audition for a part and from there the cast of actors,
stage managers, set and costume designers, sound, marketing and lighting happen. Drama is
also an optional class that students can take during their years at Dickinsfield.
In addition, Concert Band is an experience for students. All students take Band in grade 7 for 13
weeks to try out a musical instrument and then they can choose to take Band as an option in
future years. Students also participate throughout the year in co-curricular fieldtrips,
performances, camps, and concerts. Formal concerts are twice a year and many informal rallies
and performances happen throughout the year.
Rehearsals take place during the day or sometimes after school with a teacher director or
conductor for several months to prepare for the evening performances. These experiences
challenge youth to develop their self-confidence, work cooperatively with a large group, and
embrace their artistic passion through the world of Fine Arts.
ACCIDENTS
Minor "First Aid" will be given to any student injured on the premises. If the accident is of a
serious nature, the parent/guardian will be notified immediately.
To aid us in the protection of your child's health/safety, please make us aware of any
special health considerations (e.g. allergies, illnesses) and such things as family physician
and health care number on your son/daughter's registration form.
Each student is urged to take out personal accident insurance which covers curricular
activities and co-curricular activities sponsored by the school. The forms for this voluntary
insurance plan will be distributed early in September.
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PHYSICAL EDUCATION POLICY
École Dickinsfield School supports the mandate from Alberta Education to increase
students' physical activity levels by offering daily physical education at the junior high level as
part of the students’ core subjects. The Daily Physical Activity initiative is based on the belief
that healthy students are better able to learn and that school communities provide supportive
environments for students to develop positive habits needed for a healthy, active lifestyle.
Procedure for students changing for Physical Education class:
 All students are required to wear appropriate clothing to participate in the regular
program of physical education. This includes a t-shirt or long sleeve shirt, shorts, track
pants or jogging pants that do not bare a student’s chest, abdomen, or underclothing.
During outdoor activities this also includes a hoodie or long sleeve sweater, jacket,
toque and mitts appropriate for the weather conditions. Students not wearing
appropriate clothing for physical education class will be warned twice within one term.
If a student continues to not be prepared for class, parent(s)/guardian(s) will be
contacted and further measures will be taken which could include any of the following –
parental contact, detention, community service, or in-school suspension.
 Proper footwear must be worn at all times due to safety regulations. All students are
required to have a pair of indoor and outdoor runners.
 The teacher is the final judge as to whether it is too cold to participate in an outdoor
program for physical education (-23 with a wind chill or colder) Students must be
properly clothed when participating in outdoor physical education activities. It is not
excusable in cold weather for not having appropriate clothing, footwear, or outerwear.
FIRE DRILLS/SCHOOL SECURITY ALERTS
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Fire drills are to be regarded as a safety training exercise which may help save your life
some day in school or in some other circumstance.
During a fire drill, students are expected to:
Move from their class to the exit designated for that room (routes will be posted above
the door).
Move along the corridor close to the wall nearest their classroom door.
Avoid talking, noise, and disorder, so that everyone can hear all necessary instructions.
All students must remain with their classes and meet in their designated locations.
Wait quietly while the classroom teacher takes attendance.
If a student is missing, teachers will send notification to administration (at the front of
the school).
Return quietly to the school building and to your classroom only when instructed to do
so by the teacher.
Security alert drills help to prepare staff and students for actual school security alerts
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in which students and staff are protected inside a locked school. These drills are
tailored to specific situations on school property or in the neighborhood (e.g. inclement
weather, chemical spills, threats of violence, loose animals, etc.).
During a school security alert, staff and students are expected to:
Upon hearing the special announcement (“lockdown, lockdown, lockdown”) teachers
will look in the hallway and check for students. Any students in the hallway will be
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brought inside the classroom. The doors and windows will be locked, blinds closed, and
lights turned off.
Teachers will email the office with names of extra students and missing students from
their classroom.
Students are to remain quiet and staff is to make every effort to keep students away
from windows or doors.
School is to remain in lockdown mode until all-clear announcement is heard (“attention
staff & students – all clear, all clear, all clear) or other instructions have been received
by phone, e-mail, or runner.
TELEPHONE USE
The school has a telephone in every classroom for teachers to easily communicate
with the office or parents. If a student requires the use of the phone, the
classroom teacher or a member of the office staff will help to determine if this is
necessary and assist the student in calling. Students are discouraged from
coming to the office to use the phone unless it is an emergency.
LOCKERS
Individual lockers are assigned to every student. Use of lockers is a privilege not a right.
A student’s access to a locker can be removed if their behavior warrants. Combination locks are
required and may be purchased from the school office. Each student is responsible for the
security and tidiness of his/her locker. Locker clean-ups are conducted at least four times a
year. Lock combinations are recorded by homeroom teachers and filed in the office for the
benefit of students and parents. It is important that lock combinations not be shared with anyone
for reasons of security. If students change locks, they must report the new combination to their
homeroom teacher and to the office.
Students are cautioned about bringing valuables to school. All valuables should be
properly secured in your locker at all times while in the school. We ask that you leave your
valuables in your hall locker while attending Phys. Ed. activities. The school is not responsible
for any valuables that may go missing as we discourage students not to bring valuables to
school.
ILLNESS AT SCHOOL
When a student becomes ill, he/she should notify the classroom teacher. If the student
is too ill to remain in class, the office will inform the parent/guardian and the student will be
allowed to go home, as arranged by phone with the parent/guardian (e.g. picked up by parent
or other responsible person named). There is a sign-out book in the office where students must
record that they are leaving the school. Under no circumstances should a student who is ill
remain in the washroom, or go to the medical room without contacting the office. We are
concerned about student welfare and must be able to watch the child to be sure that their needs
are met.
BICYCLES
Some of our students may choose to ride their bikes to school in suitable weather.
Students are encouraged to lock bicycles as in any public place. The school cannot assume
financial responsibility for damaged or stolen bicycles, but will make every reasonable effort to
17
assist students in recovering their losses. Please note: students are requested to record and
leave the serial number of their bicycle at home in case of loss or damage to their property.
As a safety measure students must walk their bicycles on school sidewalks, as well as in
crosswalks at the front of the school. Helmets are the law. Students who skateboard to school
are expected to do so in a safe and controlled manner using a helmet as a minimum of safety
equipment. As well, there is no skateboarding on school property.
VISITORS
All visitors are asked to please report to the office when they arrive at the school.
Visitors to the school may be asked to wear identification tags. Sometimes, students
request that a friend from another school be allowed to attend classes at Dickinsfield as
a visitor. This is disruptive to the learning of other students and, therefore, not allowed.
When a visitor arrives at the school they are to ring the doorbell located on the left side
(south) wall and wait to be buzzed in by a staff member.
TRANSFER OUT
As soon as you know you are going to be moving to another school, please
inform your homeroom teacher and inform the office. On the last day of attendance,
return all school property, such as borrowed books, references, texts, library materials,
etc. Report cards and transfer forms will be issued by the office upon completion of the
above tasks.
ECOLE DICKINSFIELD SCHOOL
BEHAVIOUR PLAN
Minor Classroom Infractions
Minor infractions will be dealt with immediately by staff in classrooms, hallways, and while
supervising.
Staff are asked to use the 1,2,3 Behaviour Plan before sending any student to the office
for a minor infraction or for disruptive behaviour
Major Classroom Infractions
Anything that significantly interferes with instruction or the learning environment is
considered a major offence. Examples are continuous disruptive behavior, chronic tardiness,
and/or absence and open defiance.
MAJOR SCHOOL OFFENCES INCLUDE:
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repeated use of profane language or gestures
threatening behavior or language in person or through the internet
use of violence or physical abuse
possession/use of a weapon
willful destruction of property
sexual harassment
racial slurs or racially discriminatory drawings
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discrimination in the form of sexual harassment based on gender, racial/religious,
physical/mental slurs
open opposition to authority
dishonesty (cheating, lying)
deliberate continuous inappropriate behavior
smoking on school board property or in close proximity
false activation of a fire alarm
cyber bullying towards any staff or students
PROCEDURES FOR HANDLING MAJOR OFFENCES
When sending a student to the office for disciplinary intervention, the staff member will
anecdotally record the student’s specific behavior in the school’s student information system.
The following interventions may be put in place: Teacher/Student/Parent Conference,
Time-Out, In-School Suspension [ISS], Out-of-School Suspension (OSS), Community Service
Reassignment, Positive Behavior Plan, etc.
Professional Learning Community
Improving Student Success
It is the mission of École Dickinsfield School to be a school of excellence that ensures
high levels of learning are possible for ALL students. To help achieve this goal the staff
uses the following three Big Ideas to guide their work.
1. Focus on learning – Teachers will engage in the process of continuous and
ongoing evaluation to ensure students have learned the concepts and outcomes
taught. Additional time and support will be assigned to students who have not
met an acceptable learning standard.
2. Focus on collaboration – At Dickinsfield, adult learning drives student learning.
To facilitate this, teachers will engage in weekly collaboration to discuss and
agree upon curricular planning, the most effective instructional strategies,
common assessments and data analysis.
3. Focus on results – The success or failure of our current instructional practices is
determined by the results of our students. Effective practices are retained and
ineffective strategies are evaluated to determine how to improve our results.
This process is ongoing and continuous. Data is also utilized with the results
from frequent progress monitoring of students. This data is used to then adjust
and change interventions or programming and is used to provide staff success
and effective feedback on strategies.
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As principal of École Dickinsfield School I know that you will be impressed with the
dedication and commitment of our staff to your child’s success. We also understand
that achieving excellence is not possible through the efforts of staff alone. For the
mission of Dickinsfield to become a reality, we require the cooperation and support of
our parent community. Parents must take an active role in the academic and personal
lives of their children. Together we can ensure the success of every child.
Mary Butlin- Principal
EDMONTON PUBLIC SCHOOLS
DISTRICT STRATEGIC PLAN
2014-2018
To make the most effective use of our efforts and resources, Edmonton Public Schools
has developed a Strategic Plan which sets the direction for the District and guides
efforts and investments from 2014-2018.
The strategic goals for each of our three priorities respond to students' needs and
community expectations, while also laying a strong foundation for ongoing educational
and organizational success.
PRIORITY 1
Foster growth and success for every student by supporting their journey from early
learning through high school completion and beyond.
GOAL ONE
An excellent start to learning
Outcome: More children enter Grade 1 reaching emotional, social, intellectual and physical
developmental milestones.
GOAL TWO
Success for every student
Outcome: More students demonstrate growth and achieve student learning outcomes with a
specific focus on literacy and numeracy.
GOAL THREE
Success beyond schooling
Outcome: More students complete high school and are connected to career pathways that
support their transition to post-secondary studies or the world of work.
PRIORITY 2
Provide welcoming, high quality learning and working environments.
GOAL ONE
A focus on well-being and student citizenship
Outcome: Our learning and working environments are welcoming, inclusive, safe and healthy.
GOAL TWO
Quality infrastructure for all
Outcome: Students and staff benefit from high quality learning and working environments that
facilitate quality program delivery through effective planning, managing and investing in
district infrastructure.
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GOAL THREE
Building capacity through a culture of collaboration and distributed leadership
Outcome: Throughout their careers, all staff are provided opportunities to enhance their
professional capacity and leadership within a culture of collaboration.
GOAL FOUR
A culture of excellence and accountability
Outcome: The District is grounded in effective, efficient, equitable and evidence-based practices.
PRIORITY 3
Enhance public education through communication, engagement and partnerships.
GOAL ONE
Parents as partners
Outcome: Parents are provided opportunities to be involved in their child's education.
GOAL TWO
Supports for the whole child
Outcome: Community partnerships are established to provide supports and services to foster
growth and success of students and families.
GOAL THREE
Engaged and effective governance
Outcome: The District is committed to ongoing communication, participation and engagement
that enhances public educatio
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Pyramid for Student Success
RCSD
Individualized
Study
Special Needs Assessment
Neuro-Development Assessment
Attendance Board
Unable
Unwilling
Family/Admin Conference
Assigned Tutorial
Mandatory Teacher Support
Peer Mentorship
Short-term Program Modification
School Social Worker
Alternative Classroom
Family/Admin Conference
Assessment For Learning
Celebration of Learning
Portfolio Sharing
Counseling Support Services
Differentiated & Common
Assessments
ELOs
School-wide Assessment Plan
Pull-out classes
Think tank
tTTTank?T
SchoolZone/Communication Plan
ank?? Tank
PowerSchool set up to view
grades digitally for student
anytime
Regular Academic Feedback/ Interims
Differentiated Instruction
UDL
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Dickinsfield Intervention Pyramid for Student Success
The staff of Dickinsfield School believes that all adults in our building must take collective
responsibility for the achievement of all of our students. This means that all teachers are
responsible for the learning of all students. We have put systems in to place to ensure that students
receive extra time and support as necessary. In most cases, this additional support is mandatory.
The Student’s Responsibility
From time to time all students experience difficulty with their learning. When students
struggle it is the responsibility of their teachers to provide them with additional time and support.
This time and support can take many different forms as our pyramid indicates. When assigned an
additional learning opportunity by their teachers, our students are required to attend. Failure to do
so may result in disciplinary action.
Explanation of the Pyramid
Base of Pyramid:
Teacher collaboration serves as the foundation for intervention at Dickinsfield School. By
collaborating both within the school and within our district, teachers have been able to learn, agree
upon and implement effective instructional strategies. In addition, teachers have a greater
understanding of the importance of good assessment practices so that they can determine more
accurately the success or failure of these strategies. By engaging in a continuous improvement
process, our classroom teachers are better able to meet the needs of their students. The base of the
pyramid is available to all staff and students, regardless of class or program.
a) Essential Learning Outcomes (ELOs):
Teachers work together to review curriculum and to determine the most essential
outcomes so that their instruction can be more focused. This will occur both within the
grade and between grades. Knowledge of specific learning outcomes at multiple grades
will allow teachers to identify and target individual student strengths and needs.
b) Assessment for Learning (Assessment FOR Learning):
Teachers will work together to incorporate the following formative assessment
strategies.
 “I Can” / “I Am Learning To” statements
 Multiple Trials
 Assessment by PRODUCT, PROCESS & CONVERSATION
 Descriptive Feedback
 Exemplars and Rubrics
 Exit Slips/Muddiest Point
 Formative exams
 Observation and verbal quizzing
 Teacher feedback sessions
c) Differentiated & Common Assessments:
Teachers will collaboratively create common assessments which are given to ensure
program continuity. The results are examined to determine instructional effectiveness.
Teachers also provide differentiated assessments so as to meet students’ needs best and
as a support for achievement.
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d) Differentiated Instruction:
All teachers at Dickinsfield School will engage in learning about differentiated
instruction so that they can better meet the needs of our students.
e) School Wide Communication Plan/SchoolZone:
 All teachers are expected to update SchoolZone with curriculum and academic info
on a regular basis.
 All teachers must communicate with every parent within the first two weeks of
school.
 Teachers are responsible to initiate contact and arrange to meet all parents of at risk
students.

Parents can always request an interview or feedback about their child at anytime
f) Regular Assessment Feedback:
Students will be given regular and timely assessment feedback in which to determine
what assignments have been turned in, as well as, to understand where they are
achieving at. Interims and/or academic feedback will be provided in between formal
reporting periods.
g) Think Tank:
h)
i)
j)
k)
l)
After school homework club and teacher help with academic subjects is available.
Students voluntarily attend this.
Portfolio’s – A Celebration of Learning:
Students are provided in class or digital portfolios where they can keep the finalized
copies of their class work throughout the year. Twice a year parents are invited to come
into the school and share in their child’s successes by viewing the portfolios and
meeting with teachers.
Pull-Out Classes:
On occasion, students may be pulled from a class to get caught up on missing classwork
or assignments. This class may also be used to rewrite an exam or redo an assignment.
School-wide Assessment Plan:
All staff are expected to follow a school-wide assessment plan that outlines our
assessment practises and expectations for students.
Counseling Support Services:
A team of professionals can be recommended to work with students on issues that may
arise with regards to academics or outside school.
UDL
UDL is a Universally Designed Learning plan integrated into teacher lessons to meet the
need of students in the classroom community. The lessons are differentiated to address
diverse learning styles and academic supports utilizing technology and media resources.
Level 2 Unwilling: Students defined as unwilling (WONT’s) are capable of completing their
school work but choose not to.
a) Mandatory Teacher Support:
Students who do not complete homework or assignments in class are assigned
additional support during lunch, after school or during physical education and option
times. Individual help can be provided by the student’s classroom teacher.
b) Short Term Program Modification:
Students who continue to struggle with completion of work can be removed from class
and placed on in school suspension until such time as they are caught up in their
subjects and demonstrate a willingness to comply with the expectations of the school.
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Students may also lose privilege classes such as options or physical education to catch
up on missed work during the school year.
c) Admin/Family Conference:
Meetings between parents of struggling students and school administration are
arranged if any of the level one strategies prove unsuccessful. The purpose of the
meeting is to determine if additional intervention is required or if family supports are
necessary.
d) Alternative Classroom:
This temporary classroom is set up to help the student be successful through movement
away from certain peers or situations that would be detrimental to their academics and
to help promote positive solutions for the child’s success at completing their class work.
Level 2 Unable: Students defined as unable are students who are not able (CANT’S) to
complete their work in the assigned class time. These students require additional time to
complete tasks as well as additional teacher or Educational Assistant support.
a) Assigned Tutorials:
The timetable at Dickinsfield includes a tutorial for Junior High students. The tutorials
are assigned by the classroom teacher and student attendance is mandatory. The
tutorials are not intended to be punitive, but are instead intended to provide additional
time and support to students when required. Times for these tutorials will be discussed
with parents during the school year.
b) Mentorship:
Grade 9 Leadership students may be assigned a buddy who is struggling. The purpose is
to establish a positive relationship with other students to create an opportunity for
encouragement to continue to work hard in school.
c) Family/Teacher/Admin Conference:
Teachers meet regularly with families of struggling students to establish a positive
working relationship and collaboratively plan for the student’s success.
d) Social Worker’s Home Visits:
Our school Social Worker can get involved to help support the family through building
connections between child and parent, plus assistance with attendance and helping
develop goals for future success with an increase in positive behaviours.
Note: If you feel your child requires these supports, please be an advocate for him/her
and contact the school.
Level 3: Level 3 interventions result when all other interventions have proven
unsuccessful.
a)
Special Needs Assessment: Students who continue to struggle can be referred for
special needs assessment so that additional information can be gathered about the child
to assist teachers in programming or to determine if a specialized site placement is
warranted.
b)
Neuro-Developmental Assessment and/or Mental Health Support: Parents are
asked to obtain a referral from their family doctor to the Neuro-Developmental Clinic.
This clinic examines the role medical factors play in inhibiting a student’s ability to
learn. Parents can also access mental health support from Northgate Mall Mental Health
Unit for counseling or formal assessments.
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c) Attendance Board Referral: Students with poor attendance records are referred to the
attendance board. There is a strong collaboration between attendance and success in
school.
d) Individualized Study: Students who continue to disrupt the learning environment in
their classes can be permanently removed and placed on an Individualized Study
Program. This program utilizes distance learning materials as a basis of programming.
The student’s classroom teachers are still responsible to assist students when they
require help and assess their performance.
e) RCSD: Regional Consortium for Servcie Deliveryis access to consultants that will
provide support for transitioning from one school level to another, as well as, support
with physiotherapy and occupational therapy for students who qualify for these
services.
Responsible Use of Technology at École Dickinsfield School
Please review the guidelines below. You will be allowed to use school computers
or bring your own computer to school only after you have read this.
Section A: Being a responsible student
Using a computer at school is allowed when you use in a way your teacher allows.
Remember that:
Your teacher can take away your access to the computers or the Internet if you don’t use them responsibly.
You should only use the computer for school purposes, and only when your teacher says it’s okay.
When you’re on websites, don’t input your real name, address or other personal information.
Be careful with the equipment as it is fragile. Take care of it like it is your own.
Your school blocks some websites that are not appropriate, but it does not work 100% of the time. If you
happen onto a site that is not appropriate, close the browser and let your teacher know.
Nothing you do on the computer is completely private. If your teacher or principal has a reason to think that
you have been using your computer in a way that is harmful to others he or she can look at your account, your
email, your chats, and basically find out what you’ve been doing on the computer.
Be a good web-citizen! Check to see that the information you find on line is accurate by checking several
sources (including some that aren’t online if you need to. Make sure to give credit to people if you use their
photos or work in your projects.
Do not download or install any software, music, movies, or files of any kind unless you have permission from
26
your teacher.
Do not share your Student Network Logon password1 with anyone. All teachers can look this up if you happen
to forget it, so there is no need to write it down. Memorize it.
Always log out of the computer when finished using it, even if you’re just going away for a minute. Any
actions done on a computer when YOU are logged in will look like you did it.
Do not access or use the account of another student or teacher. If you notice another student or teacher has not
logged out of a computer you are using, let them know (if possible) or just log them out.
Do not take photos during school unless your teacher says it’s okay. The teacher or principal are allowed to look
at the photos on your camera if they feel school rules have been violated.
In general...be good! Both when using the computers or otherwise! Do not use the technology in any way that
negatively affects any other student or persons.
You may be asked to Complete Passport to the 'Net activities to learn about internet safety and ethical online
behaviour. You can find these at http://goo.gl/VJba5 .
Section B: Students bringing their own device to school
Students at this school may bring their own personal electronic devices (including digital
cameras, computers, web-enabled phones or personal devices (e.g. itouch)) which may or
may not be able to connect to the school wireless network. When at school, all of the above
conditions apply to these student-owned, personal electronic devices, in addition to the
following:
Only connect to the school wireless network, and NOT to the school’s wired network, nor any other (external)
wireless network, even though other networks from the neighborhood might be visible inside the school.
Your device must have virus protection software which is up-to-date.
All peer-to-peer (music/video/file-sharing) software or web-hosting services on your device while connected to
the school wireless network must be disabled.
Student owned devices in class may only be used with the teacher's expressed permission.
The security, care and maintenance of your device is your responsibility. Securely store and charge your device
when not in use.
The school is not responsible for the loss, theft or damage of your device. You are fully responsible for your
1
Your SNL ID and password are provided to you by your school. The ID is the same from yearto-year, school-to-school (f.lastname), and the password can be changed by teachers or students.
27
property while it is at school.
Personnel from the school and District Technology may access your personal electronic device if there are
reasonable grounds to believe that there has been a breach of school rules or discipline policies and that a search
of the device would reveal evidence of that breach. This may include but not limited to audio and video
recording, photographs taken on school property that violates the privacy of others, issues regarding bullying,
etc.
Do not use an audio recording device, video camera, or camera (or any device with one of these, e.g. cell phone,
netbook, laptop, etc.) to take record media or take photos during school unless you have permission from both a
staff member, and those you're recording. School Administration may search your device memory if they feel
school rules have been violated.
PUNCH DICKINS
Clennell Haggerston "Punch" Dickins
Clennell Haggerston "Punch" Dickins c.1927
Born
January 12, 1899
Portage La Prairie, Manitoba, Canada
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Died
August 3, 1995 (aged 96)
Toronto, Ontario, Canada
Occupation
Aviator, salesperson, and spokesperson
Spouse
Connie Dickins
Children
3
Clennell Haggerston "Punch" Dickins (January 12, 1899 – August 2, 1995) was a pioneering
Canadian aviator and bush pilot. [1] Northern Indians called him "Snow Eagle;" northern whites
called him "White Eagle;" while the press dubbed him the "Flying Knight of the Northland."
Contents
[hide]
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1 Early years
2 First World War
3 Inter-war years
4 Second World War
5 Post-Second World War
6 Honours and legacy
7 References
8 External links
[Early years
Clennell Haggerston Dickins was born in Portage La Prairie, Manitoba and moved with his
family to Edmonton, Alberta in 1909, when he was ten years old. The nickname, "Punch" came
at an early age, reputed to be either when his brother, Francis, first called him Punch, according
to Punch's son, John. Other reports say his maternal Aunt Nell dubbed him a fat little punch
because his clothes wouldn't stay over his tummy. In interviews in later years, Dickins said he
was not sure how he acquired the nickname, but admitted he had it longer than he could
remember.
First World War
Punch went to Peace Avenue school, a temporary school. When he was 16, he enrolled in
mechanical engineering at the University of Alberta, but when war broke out he quit to enlist as
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an infantryman in the Canadian Army, and served with the 196th Western Universities Battalion
for one year as a company clerk. While in Europe he transferred to the Royal Flying Corps.
Punch transferred from the 21st Reserve Unit to the RFC School of Instruction at the Acton
Aerodrome, northwest of London.[2]
Punch became a bomber pilot and served with No. 211 Squadron, Royal Air Force, flying from
the front line base at Petit Synthe, France. Serving from May 1918 until February 1919, Punch
emerged as a skilled and able pilot of the Airco DH9 medium bomber. It was claimed he
eventually shot down seven enemy aircraft, earning the distinction of being one of the few
bomber pilots to become an ace. What is certain is that he and his gunner claimed an enemy
aircraft that broke up on 4 November 1918 (shared with 2nd Lt W G Watson/Sgt. C Lamont). He
attributed his success to having a skilled gunner, 2nd Lt. Jock Adam, and the pair of them
worked as a team. Dickins and Adam would complete 73 missions by the end of the war. Punch
was awarded the DFC (Distinguished Flying Cross) at age 20 in 1919. The dispatch that
accompanied the award noted that 2nd Lt. C.H. Dickins had completed aerial assignments under
fire with "persistence and gallantry.". [3]
Inter-war years
Punch Dickins remained in France until March 1919 before he was demobilized and released
from military service. He opted to return home with elements of the Canadian Expeditionary
Force returning from an expedition to Siberia. Reaching Edmonton in May 1919, Dickins
enrolled briefly in engineering at the University of Alberta until he received an offer from
General Motors.
By 1921 Punch had been awarded a Commercial Air Pilot’s Certificate (No.161) as well as the
Air Engineer’s Certificate (No. 213) by the Air Board. He joined the new Royal Canadian Air
Force in 1924 and served until 1927. As a veteran, Punch was assigned the rank of Flying
Officer. One of his first duties was to prepare a report for the Edmonton Post Office on the use of
aircraft as mail carriers. As a test and demonstration pilot, he was charged with the service
introduction of the new Armstrong Whitworth Siskin fighter.
Leaving the military for civil aviation, he was one of the first pilots to join Western Canada
Airways, operating in Manitoba and Northern Ontario. He flew the first aircraft on the prairie
airmail circuit of Winnipeg, Regina, Calgary, Edmonton, Saskatoon, and Winnipeg. Soon, he
and the bush pilots were also establishing a new frontier- the North. His wife, "Connie," wrote a
revealing account of their life in the north, I Married a Bush Pilot.
Punch Dickins became a legend in the Arctic; flying more than 1,000,000 miles across the
uncharted North, often in treacherous weather conditions, with few landing strips, unreliable
weather reporting and navigation aids nearly useless -as flying so close to the magnetic north
pole made compass navigation unreliable. He invariably used dead reckoning and hand-drawn
maps to plot his way across the north of Canada.
Dickins was responsible for a number of landmark flights. He flew one of the first aerial surveys
of Canada in 1928 in a Fokker Super Universal (G-CASK). On 23 January 1929, Dickins
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delivered the first airmail to the Northwest Territories. Despite this early success Western
Canada lost the government airmail contract to Commercial Airways, which had its own famous
bush pilot in Wop May. He was also the first pilot to fly along the Arctic coastline, the first to fly
over the Barren Lands in the Northwest Territories, and the first to fly the full 2,000 mile length
of the Mackenzie River, which he covered in two days. In 1930 he flew the first prospectors into
Great Bear Lake where they discovered uranium, later required for the Manhattan Project. In
1936 Punch conducted a 10,000 mile air survey of northern Canada.
Second World War
Prior to the Second World War Dickins became a general superintendent for CPR airline
division. When war came Punch Dickins again entered the military, this time as the head of the
Atlantic Ferry Command, which flew combat aircraft to Britain during the early years of the war.
After 1942 Dickins emerged as one of the leading exponents of the Commonwealth Air Training
Plan. His involvement was one of the reasons why the organization was able to train many
thousands of combat fliers in Canada. Punch also managed six flight training schools. He
finished the war years as a vice-president of Canadian Pacific Airlines before joining de
Havilland Canada Aircraft Ltd.
Post-Second World War
C-FGYN Adlair Aviation Ltd. de Havilland Beaver (DHC2) Mk.I on floats
In 1946 the de Havilland Canada company surveyed 80 veteran Canadian bush pilots to advise
on specifications of a future utility transport for use in Northern and Arctic conditions. Punch
provided input ranging from recommending an all-metal airframe, and the location of the battery
removal hatch to providing doors on both sides of the fuselage for ease of docking. After
consultation with company executives, Dickins joined the de Havilland Aircraft Company as a
consultant. His expertise was called upon as the postwar design of the Chipmunk trainer came
into fruition as a production aircraft. In 1947, as Director of Sales of de Havilland Canada, Punch
was instrumental in launching the Beaver bushplane.[4]
Arguably his greatest legacy to bush flying was his contribution to the family of de Havilland
Canada STOL (Short Takeoff and Landing) aircraft that have become the world leaders in this
field. The DHC series of light transport aircraft for use in the north were heavily influenced by
Dickin’s experience and advice. The rugged Beaver and its offspring, the Otter, Twin Otter,
Caribou, Buffalo and Dash 7 aircraft were employed worldwide in conditions as harsh and varied
as tropical jungles and the Antarctic.
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Dickins continued working with de Havilland Canada for many years, becoming their sales
agent. He travelled all over the world and was responsible for thousands of sales both in civil and
military markets.
Honours and legacy
Near the end of his career, Punch Dickins was honoured as a pioneer of Canada’s rich aviation
heritage. In the North, Punch was christened "The Snow Eagle" and "Canada's Sky Explorer."
Punch Dickins was the second recipient of the Trans-Canada (McKee) Trophy in 1928. He was
named an Officer of the Order of the British Empire in 1935, an Officer of the Order of Canada
in 1968, and the Government of Canada named him one of the most outstanding Canadians of
the country's first century. He was also a co-founder of the Canadian Aviation Hall of Fame and
was inducted as a member in 1974.
He flew until he was 78 years old. His death in Toronto, Ontario in 1995 marked one of the last
of many First World War pilots who had shaped aviation in Canada.
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Trans-Canada (McKee) Trophy,1928
Officer of the Order of the British Empire, 1935
Order of Icarus, 1967
Officer of the Order of Canada, 1968
Following his death, his ashes were scattered by his son John from an aircraft along the
MacKenzie River. The aircraft was flown by another legendary bush pilot, Max Ward.
A neighbourhood in Edmonton, Alberta was named Dickinsfield in honour of Punch Dickins.
Ecole Dickinsfield School and Dickins Drive in Fort McMurray, Alberta are named after Punch
Dickins.
Please complete, detach and return to the school as soon as possible
This is to certify that I (Please print student’s name),
______________________________, have read, do understand, and will abide by
all of the responsibilities and rules outlined in the Dickinsfield Responsible Use
of Technology form and the Dickinsfield Student Handbook (esp. STUDENT
CONDUCT & BEHAVIOUR).
________________________________________Class ________________
Student signature
________________________________________
32
Date
This is to certify that I (Please print parent’s/guardian’s name),
_____________________, have read, do understand, and will abide by all of the
responsibilities and rules and help my child abide by all of the responsibilities and
rules outlined in the Dickinsfield Responsible Use of Technology form and the
Dickinsfield Student Handbook (esp. STUDENT CONDUCT &
BEHAVIOUR).
________________________________________
________________________________________
Date
Parent Signature