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.
By the end of Grade 3, students should be able to
- name the elements of musical language using the traditional code;
- recognize certain familiar elements such as the AB and the canon form; repetition and contrast; loud and soft volume; slow, moderate and rapid tempo; high, middle and low register; the source of sound; the instruments and sounds around them; and tonal contrast;
- reproduce simple and varied rhythm patterns;
- produce simple melodies and sound effects vocally or by playing simple instruments;
- invent simple symbol systems to represent the elements of musical language;
- express the emotions evoked by sound experiences though body movement.
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.
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 3, students can do many of the following activities/tasks :
- talk about and reflect on their own and others' learning; and show evidence that they are working on their goals;
- use comprehension and word-solving strategies to read and view for enjoyment and information; and talk about and/or show understanding, learning, and connections to a wide range of stories, books, videos, and cultural traditions;
- ask good questions to learn more about their own or class topics for research; and follow a plan to find answers and important information from magazines, plays, songs, books, libraries, multimedia sources, and so on.
- create own messages, stories, murals, and so on, for different audiences and purposes; and begin to make changes for sharing with others by improving their words, sentences, spelling, and/or presentation.
- show respect for others; and understand how to help others in large and small groups.
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 3, students will be able to understand, interpret and respond to a variety of oral and written messages by:
- identifying the topic and general meaning of poems, songs, stories read out loud;
- locating information in a short illustrated text (with preparation) and responding by expressing feelings, preferences, opinions, questions and making connections.
They will be able to generate, create and express ideas in a variety of ways such as:
- writing several sentences after a discussion using punctuation and acquired editing strategies;
- retelling a story or sharing a personal experience.
From Kindergarten to Grade 12, students use seven critical processes to build their understanding of mathematics and to support lifelong learning:
- Communicationshowing learning orally, through diagrams, and in writing.
- Connectionsmaking connections among everyday situations, other subject areas, and mathematics concepts.
- Estimation/Mental Mathematicsdeveloping understanding of numbers and quantities.
- Problem Solvinginvestigating problems, including those with multiple solutions.
- Reasoningjustifying thinking.
- Technologyusing technology to enhance problem solving and encourage discovery of number patterns.
- Visualizationdrawing on mental images to clarify concepts.
Grade 3 students:
|Patterns and Relations||
|Statistics and Probability||
|Shape and Space||
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|
|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 3 students:
|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 3 students:
|The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.||Grade 3 students:
|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 3 students:
|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 3 students:
Note: In Grade 3, 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).
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 3 students develop an understanding of science concepts in the following units (thematic clusters):
- Growth and Changes in Plants
- Materials and Structures
- Forces That Attract or Repel
- Soils in the Environment
These topic areas serve as contexts for students to develop the following skills, attitudes, and understanding about the nature of science:
- Recognize that scientists develop explanations from observations and what they already know about the world.
- Use tools to observe, measure, and construct.
- Construct an object or device to solve a problem, based on specific criteria.
Communities of the World
Grade 3 students explore ways of life in selected communities of the world, past and present. They are introduced to world geography and enrich their appreciation of global diversity as they explore communities and cultures. Students study physical, social, and cultural characteristics of two contemporary communities of the world, one of which is an indigenous community. They also explore life in an ancient society selected from Egypt, China, Japan, the Vikings, Incas, Mayas, or Aztecs. Through this exploration, students discover the connections linking diverse communities, past and present, and develop an appreciation of the enduring contributions of communities of the world.
Cluster 1: Connecting with Canadians
Students examine the rights and responsibilities of Canadian citizens and explore their connections with other Canadians. This includes a focus on Canada’s national anthem and Remembrance Day. Students also consider community influences and interactions related to identity, leadership, and decision making, and explore ways of dealing with conflict and bullying.
Cluster 2: Exploring the World
Students are introduced to world geography and the use of maps and images to represent geographic concepts such as borders, hemispheres, and the equator. They explore common concerns and connections between world communities. They also examine human rights, the role of community services, and the effects of personal decisions.
Cluster 3: Communities of the World
Students enrich their appreciation of global diversity as they explore communities and cultures in other places of the world. Students explore the elements that constitute a culture and examine the physical, social, and cultural characteristics of two contemporary communities of the world, one of which is an indigenous community.
Cluster 4: Exploring an Ancient Society
Students explore life in one ancient society selected from a choice of Egypt, China, Japan, the Vikings, Incas, Mayas, or Aztecs. They consider various aspects of that society, including its ways of life, cultural expressions, customs and traditions, and enduring contributions.
Go to Grade 3 Social Studies Curriculum...