In the French Immersion Program, students are encouraged to participate in daily classroom activities in French to learn the language as well as the knowledge, skills, and attitudes pertaining to the different subject areas. Expectations increase as students progress in the program.

In all grades, students develop skills in literacy and communication, working with others, solving problems, and using technology.

 

The Arts plastiques [visual arts] and Éducation musicale [music] programs enable students to develop a variety of artistic knowledge, skills and attitudes.

Music

By the end of Grade 1, students should be able to

• name a few elements of musical language;
• recognize a few musical elements such as loud and soft volume, slow and rapid tempo, high and low register, the source of sound, the instruments and sounds around them, and the difference between speaking and singing voice;
• distinguish between a beat and a rhythm and strike a beat;
• produce simple melodies and sound effects vocally or by playing simple instruments;
• invent some simple symbol systems to represent the elements of musical language;
• express the emotions evoked by sound experiences.

Visual Arts

The Visual Arts program allows Kindergarten to Grade 8 students to express their ideas through images and then respond to them. Students also respond to other students' images as well as those of artists.

In making their images, students work with different themes in order to observe different aspects of the world around them, and to acquire:

• gestures related to different techniques (drawing, painting, collage, engraving, printing and sculpture) and
• structural elements of form (dot, line, texture, colours and volume) as well as spatial organization.

Visual art techniques and language explored from K to Grade 3 are basically the same, but the materials and the processes used become more complex over the years. For example, materials explored in drawing are charcoal, wax crayons, felt pens, oil and dry pastels, and watercolour crayons.

Arts Education K-8...

For more information...

Top of Page

The Grades 1 to 4 English LA-Immersion Curriculum has been adapted to meet the specific needs of the French Immersion Program. Transfers from the student's first language to the second language help learners make the connections between the two languages. Interference may be evident as a result of second language learning. Early Years students learn to listen, speak, view, represent, read, and write at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

At the end of Grade 1, students can do many of the following activities/tasks :

• talk and think about their own experiences and familiar events; respond to others' ideas and feelings to set classroom and personal learning goals;
• learn and practise word-solving strategies through familiar songs, chants, nursery rhymes, and pattern and picture books; choose stories, songs, and poems to be read aloud by an adult; talk about or show personal connections to what they have seen and heard from print and videos;
• talk and ask questions about a topic and what they want to learn for class or personal projects; find answers from their own experiences, others, objects, pictures, books, libraries, and videos;
• tell, draw, and write their own ideas to share with others through storytelling, pictures, singing, and role-playing;
• learn to share ideas, take turns, co-operate, help others, and ask others for help.

English LA-Immersion K-8...

For more information...

Top of Page

The students will develop their language skills by listening, speaking, reading, writing, and showing a positive attitude towards learning French.

At the end of Grade 1, students will be able to understand, interpret and respond to a variety of oral and written messages by:

• recognizing several words;
• following directions;
• responding to a short illustrated text read out loud through gestures, drawings, words, and simple sentences.

They will be able to generate, create and express ideas in a variety of ways such as:

• writing sentences with a model or a pattern;
• using basic vocabulary related to school routine.

Français langue seconde - immersion K-8...

Top of Page

From Kindergarten to Grade 12, students use seven critical processes to build their understanding of mathematics and to support lifelong learning:

• Communication—showing learning orally, through diagrams, and in writing.
• Connections—making connections among everyday situations, other subject areas, and mathematics concepts.
• Estimation/Mental Mathematics—developing understanding of numbers and quantities.
• Problem Solving—investigating problems, including those with multiple solutions.
• Reasoning—justifying thinking.
• Technology—using technology to enhance problem solving and encourage discovery of number patterns.
• Visualization—drawing on mental images to clarify concepts.

Grade 1 students:

Patterns and Relations	Sort collections of objects. Compare and create patterns from real life.
Statistics and Probability	With help, collect information in different ways and display it on graphs. Describe and compare data.
Shape and Space	Estimate, measure, and compare using non-standard units. Classify objects according to their characteristics. Describe the relative position of objects and shapes.
Number	Recognize and use numbers from 0 to 100, and explore halves. Use informal ways of solving addition and subtraction problems (0 to 18).

Mathematics K-8...

For more information...

Top of Page

In the combined physical education/health education curriculum, students from Kindergarten to Grade 12 develop the knowledge, skills, and attitudes for leading physically active and healthy lifestyles. The curriculum content highlighted for each grade is organized within five general learning outcomes (GLOs), which are the same for each grade.

General Learning Outcomes (GLOs)	Content Highlights
1. Movement
The student will demonstrate competency in selected movement skills and knowledge of movement development and physical activities with respect to different types of learning experiences, environments, and cultures.	Grade 1 students: Recognize concepts related to directions (e.g., forward, backward); levels (e.g., high, medium, low); body shapes (e.g., curled, straight); qualities of effort (e.g., strong/light, quick/slow); moving in relation to others (e.g., lead, follow, chase); rules; strategies for target games (e.g., bowling); and fair-play behaviour. Demonstrate basic movement skills (e.g., running, hopping, jumping, underhand throwing, catching, striking, bouncing, kicking, balancing) by participating in a variety of physical activities.
2. Fitness Management
The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.	Grade 1 students: Sustain participation in moderate to vigorous physical activities and recognize the physical changes on the body caused by physical activity (e.g., increased heart rate, body temperature).
3. Safety
The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.	Grade 1 students: Recognize and follow safety rules related to appropriate footwear, different surfaces (e.g., mats, climbing frames, ice), equipment, facilities, playgrounds, and exercising in different weather conditions. Identify safety risks related to toys, clothing, roads and vehicles, school buses, holidays, fires, floods, tornadoes, lightning, unsupervised situations, violence prevention, and abusive situations (including sexual exploitation). Identify where to go and whom to ask for help in the community.
4. Personal and Social Management
The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others.	Grade 1 students: Demonstrate how to set and achieve simple goals. Demonstrate behaviours for getting along with others and for dealing with conflict and anger.
5. Healthy Lifestyle Practices
The student will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse, and human sexuality.	Grade 1 students: Identify daily habits (including daily physical activity, personal and dental hygiene, healthy eating, and adequate sleep/rest) for healthy living. Identify safe and unsafe substances and ways of avoiding unknown substances.

Note: In Grade 1, the health topics that contain potentially sensitive content are personal safety in GLO 3 and substance use and abuse prevention in GLO 5. Prior to teaching the content, schools are expected to communicate appropriate information to parents, including a parental option. A parental option means that parents may choose a school-based or alternative delivery (e.g., home, professional counselling).

Physical Education/Health Education K-8...

For more information...

Top of Page

In the Kindergarten to Grade 12 science classroom, students are actively engaged in "doing" science and developing related skills and attitudes, as well as extending their understanding of science concepts. In addition, they make links between science and daily life and appreciate both the power and limitations of science.

Grade 1 students develop an understanding of science concepts in the following units (thematic clusters):

• Characteristics and Needs of Living Things
• The Senses
• Characteristics of Objects and Materials
• Daily and Seasonal Changes

These topic areas serve as contexts for students to develop the following skills, attitudes, and understanding about the nature of science:

• Recognize that learning can come from observing and investigating.
• Observe, using a combination of senses.
• Construct an object or device to solve a problem, based on specific criteria.

Science K-8...

For more information...

Top of Page

Connecting and Belonging

Grade 1 students explore connections and relationships that exist in groups and communities. They become aware of their responsibilities and rights and discover how they can contribute to the well-being of the groups and communities to which they belong. Students enhance their awareness of Canada as a country and consider the connections that bring people together in communities, past and present. As they learn about human diversity and interdependence, students begin to appreciate the importance of connecting and belonging.

Cluster 1: I Belong
Students examine their relationships with others as they explore groups in communities. They discover family and community expressions of culture and identity, and explore how traditions, celebrations, and personal stories connect them to the past.

Cluster 2: My Environment
Students explore their environment. They study maps and globes, locate themselves in their community, in Manitoba, and in Canada, and discover various aspects of their community, including the natural environment and important landmarks and places. They also explore the national aspects of official languages and Canada’s national anthem. In addition, students distinguish between needs and wants, and explore how the media influence choices.

Cluster 3: Connecting with Others
Students explore their responsibilities and rights as members of communities and learn various ways people help and depend upon one another. They consider diverse and similar ways people live, meet their needs, express themselves, and influence each other. They also explore the purpose of rules and the causes of and solutions to conflict.

Go to Grade 1 Social Studies Curriculum...

Social Studies K-8...

Social Studies Home Page...

Top of Page