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 5, 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 rondo and 3- and 4-voice canon forms; a theme and its variations; repetition and contrast; loud and soft volume; slow, moderate and fast tempo; low, middle and high register; the source of sound; different instruments; and the soprano, alto, tenor and bass voices;
• reproduce more complex rhythm patterns;
• use the voice or play an instrument with greater technical skill;
• invent simple symbol systems to represent the elements of musical language.

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.

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Through the study of English LA-Immersion, students learn to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

In Grade 5, students

• develop ideas by respectfully discussing their thoughts with others, and set personal goals for language learning;
  
  for example: predicting; expressing opinions; listening actively; appreciating others' ideas; disagreeing politely; encouraging others; asking extending questions; paraphrasing; and identifying strengths and areas for growth.
  
  
• learn a variety of strategies that help them understand and respond to what they read, see, and hear;
  
  for example: setting a purpose; asking questions; inferring; confirming or rejecting predictions and conclusions; identifying key ideas; sequencing events; and using a dictionary
  
  
• begin to recognize different ways writers use language;
  
  for example: by experiencing a variety of reading materials such as poetry, articles, novels, news reports, and documentaries
  
  
• do research by determining their own questions and using a plan to gather and record useful information to answer their questions;
• organize and communicate ideas for different audiences and purposes through written, oral, and visual presentations;
  
  for example: telling personal stories; preparing book covers; writing news stories, interviews, reports and inquiry projects, journals, and travelogues; and combining print and art
  
  
• begin to develop the ability to revise and edit their work;
  
  for example: clarifying ideas; improving spelling; writing in complete sentences; and applying some rules for capitalizing and punctuating
  
  
• assume a variety of roles, learn how to work productively, and set goals when they work in groups;
  
  for example: showing self-control, including everyone, and sharing space and materials.

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

In Grade 5, students will be able to understand, interpret and respond to a variety of oral and written messages by:

• identifying main ideas and story structure by anticipating, predicting and inferring;
• expressing feelings, opinions and questions.

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

• story telling, participating in a group discussion to prepare a project using acquired vocabulary and grammar;
• writing a short paragraph about several aspects of a topic or a well-organized story;
• revising and editing using dictionaries.

Français langue seconde - immersion K-8...

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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 5 students:

Patterns and Relations	Extend, create, and explain the growth of patterns using everyday language, charts, and rules.
Statistics and Probability	Develop and use a plan to answer a question. Gather, display, and interpret data. Predict outcomes, conduct probability experiments, and communicate the results.
Shape and Space	Solve everyday problems using measurement concepts, appropriate tools, and results of measurements. Solve probems related to objects and shapes by visualizing, building, and drawing. Use coordinates to describe position. Describe motion as flips, slides, or turns.
Number	Understand numbers to 100 000. Demonstrate number sense for fractions and decimals. Solve problems using a combination of arithmetic operations on decimals and whole numbers.

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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 5 students: Show an understanding of concepts related to balancing; designing routines showing contrast in levels, pathways, and directions; using game strategies involving a moving object; game rules and terminology; and fair play. Perform and combine movement skills (e.g., running, hopping, throwing) to improve control related to sports/games, outdoor pursuits, and rhythmic/gymnastic activities, including innovative games.
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 5 students: Identify the benefits of exercise on the cardiovascular system and the factors that affect fitness development (e.g., planning, effort, motivation). Participate, with correct execution, in exercises or physical activities to monitor/maintain target heart rate and improve personal health-related fitness components.
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 5 students: Show an understanding of safety guidelines and behaviours related to themselves and others in a variety of physical activities, including stretching techniques, and in water-based activities. Describe safety concerns in the community/media related to roads, vehicles, traffic, unsupervised areas, environmental conditions, violence prevention, personal safety, and available community supports. Participate safely in class activities.
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 5 students: Show an understanding of their own and others' feelings, the influence of others in decision making, responsible social behaviours, appreciation of diversity, qualities for developing friendships, anger management, and conflict-resolution steps. Demonstrate use of goal-setting process for a group goal, interpersonal skills for developing positive relationships, strategies to turn conflict into a win-win situation, and avoidance and refusal strategies.
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 5 students: Apply the knowledge and decision-making process involved in making healthy decisions in scenarios related to reproductive health and puberty, as well as avoidance of substance use and abuse.

Note: In Grade 5, the health topics that contain potentially sensitive content are personal safety in GLO 3, as well as substance use and abuse prevention and human sexuality 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).

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

• Maintaining a Healthy Body
• Properties of and Changes in Substances
• Forces and Simple Machines
• Weather

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

• Recognize that there are some questions science can't answer.
• Explore, with teacher guidance, the concept of a fair test, by planning and implementing experiments and drawing conclusions based on investigation results.
• Construct an object or device to solve a problem, based on specific criteria.
• Investigate positive and negative effects of science and technology, including effects on themselves, society, the environment, and the economy.
• Develop a sense of responsibility for the welfare of other humans, other living things, and the environment.
• Realize that science and technology are part of many hobbies and careers.

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Peoples and Stories of Canada to 1867

Grade 5 students focus on the stories of the peoples of early Canada and how they came to share this land. They explore ways of life of First Peoples before and after European contact and consider how Aboriginal cultures have influenced this country. Students examine early European exploration and consider the experiences of French and British settlers and of diverse cultural groups as they developed roots in this country. They become aware of the development of Canada as a nation, from a vast land rich in natural resources inhabited by Aboriginal peoples, to a colony of France and then of Britain, and, finally, as a confederation of provinces and territories. They study the fur trade and the rise of the Métis Nation, and examine cultural interaction and interdependence in early Canada. As students reflect upon the stories of people and events that shaped early Canada, they learn how the history and geography of this land influenced Canadians.

Cluster 1: First Peoples
Students explore First Peoples’ ways of life before and during their early contact with Europeans, which includes a focus on the daily life, leadership, culture, and beliefs of First Peoples communities. Students also consider traditional territories of First Peoples and their connections with the natural environment.

Cluster 2: Early European Colonization (1600 to 1763)
Students examine causes and consequences of European exploration and settlement in early Canada. This study includes a focus on individuals and places of the period, as well as daily life of French and British colonists and their relationships with First Peoples. Students explore the influence of the environment, resources, trade, and conflict during the establishment of the French and British colonial empires. They also study the Acadian deportation, settlement of Nouvelle-France, and the British conquest of Nouvelle-France.

Cluster 3: Fur Trade
Students explore the influence of the fur trade on the exploration, westward and northward expansion, and historical development of Canada. This study includes a focus on explorers and other groups associated with the fur trade, social and economic aspects of the fur trade, rivalry between the Hudson’s Bay Company and North West Company, the rise of the Métis Nation, and settlement of the Red River colony.

Cluster 4: From British Colony to Confederation (1763 to 1867)
Students examine life and citizenship in British North America. This study includes a focus on the United Empire Loyalists, War of 1812, Selkirk Settlement, 1837 to 1838 Rebellions, and the people, issues, and events surrounding the origins of Canadian Confederation. Students explore cultural diversity in early Canada, including relationships between Europeans, First Peoples, and Métis people. They also consider issues related to traditional Métis lands and communities, immigration, culture, and identity.

 

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