English LA-Immersion
Français langue seconde - immersion
Mathematics
Physical Education/Health Education
Science
Social Studies
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 4, students should be able to
- read a few simple melodies written in traditional notation;
- recognize and identify the instruments of different styles of music;
- recognize certain familiar elements such as the AB and canon forms; a theme and its variations, 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; tonal contrast; and the soprano, alto, tenor and bass voices;
- reproduce simple and varied rhythm patterns;
- produce simple melodies and sound effects vocally or using more complex instruments;
- invent simple symbol systems to represent the elements of musical language;
- express the emotions evoked by sound experiences though body movement.
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 Grade 4 to Grade 8 are basically the same, but the materials and the processes used become more complex over the years. For example, engraving on Styrofoam, on plaster, and on aluminium will be introduced.
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 4, students can do many of the following activities/tasks :
- talk about and reflect on their own learning and others' ideas; and set and monitor goals to improve language learning;
- use past experiences and what they know about books, stories, and language to problem solve meaning from new texts; and explore different ways to learn, think and respond to texts such as folktales, poetry, sculpture, news reports, videos, and so on;
- choose topics, ask appropriate questions, and use a plan for a research project; and explore a variety of information sources such as people, libraries, maps, dictionaries, videos, technology, and so on, to answer their questions;
- talk about personal responsibilities to improve working in groups; and appreciate how language is used in various ways with different community members.
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 4, students will be able to understand, interpret and respond to a variety of oral and written messages by:
- locating information in a text of several paragraphs and responding by expressing feelings, preferences, opinions, questions and making connections with personal experiences;
- identifying main characters actions and features.
They will be able to generate, create and express ideas in a variety of ways such as:
- role playing, giving directions, explaining a process to a particular audience using acquired vocabulary and grammar;
- writing a short paragraph about a topic or a short story;
- revising and editing.
Français langue seconde - immersion K-8...
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 4 students:
| Patterns and Relations |
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| Statistics and Probability |
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| Shape and Space |
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| Number |
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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 4 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 4 students:
|
| 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 4 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 4 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 4 students:
|
Physical Education/Health Education K-8...
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 4 students develop an understanding of science concepts in the following units (thematic clusters):
- Habitats and Communities
- Light
- Sound
- Rocks and Minerals
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.
Manitoba, Canada, and the North: Places and Stories
Grade 4 students explore life in Canada, Manitoba, and Canada's North. They enhance their knowledge of Canada's physical and human geography and develop an awareness of Canadian citizenship and governance. Students explore the places, stories, and cultures of Manitoba and discover the diversity and shared experiences of Manitobans, past and present. They also develop an awareness of life in Canada's North through a study of the physical and human geography of one of the northern territories. Through this exploration, students develop a sense of belonging and enrich their understanding of citizenship in Manitoba and Canada.
Cluster 1: Geography of Canada
Students study the physical geography of Manitoba and Canada, including the political boundaries and geographic regions of Canada.
Cluster 2: Living in Canada
Students enhance their awareness of Canada by examining various aspects of government, leadership, and power, including concepts related to citizenship and democracy. This study includes a focus on national,
provincial, and territorial symbols, monuments, and commemorative days.
Cluster 3: Living in Manitoba
Students explore the physical and natural environment, people, places, and communities of Manitoba. They also consider Manitoba’s contributions and links to the rest of the world.
Cluster 4: History of Manitoba
Students explore important events and individuals from Manitoba’s past. This study includes a focus on early settlement, contributions of diverse cultural communities, and ways in which life
in Manitoba has changed over time.
Cluster 5: Canada’s North
Students explore one of Canada’s northern territories. They consider the physical and human geography of the territory studied, which includes a focus on stories, traditions, and changes in ways
of life in Canada’s North. Students examine Aboriginal contributions, as well as the contribution of the North to the Canadian community.
Go to Grade 4 Social Studies Curriculum...
English LA-Immersion
Français langue seconde - immersion
Mathematics
Physical Education/Health Education
Science
Social Studies
