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 8, students should be able to
- identify the form and period of a work heard;
- read short scores and transcribe musical excerpts;
- handle and play an instrument with agility and ease;
- accurately reproduce passages of music, respect technical rules;
- interpret music with an emphasis on phrasing, expression and certain aspects of the piece;
- freely improvise accompaniment to a work heard and an answer to a musical question;
- examine the influence of music on society.
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.
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 8, students
- assess their own points of view during
respectful discussions with others, and
independently reflect on their language
for example: listening actively; sharing perspectives and conclusions; appreciating others' ideas; disagreeing politely; paraphrasing and asking in-depth questions to clarify ideas; correcting misconceptions; assimilating information; providing feedback; celebrating success; identifying areas that require improvement; and following through
- compare how they understand what they
are reading, seeing, and hearing;
for example: summarizing main ideas; and understanding the meaning of specialized and technical vocabulary
- describe and respond to different ways
writers use language;
for example: experiencing different kinds of expression such as magazine articles, diaries, drama, advertisements, commercials, and rock videos
- do research in a variety of ways and choose appropriate information sources when seeking answers to their questions;
- experiment with more sophisticated
ways to communicate ideas, depending upon
their audience and purpose, through written,
oral, and visual presentations;
for example: presenting mini-lessons, role-plays, impersonations, panel discussions, debates, dramatizations, and speeches; creating collages and timelines; writing biographies, letters to the editor, and newspaper articles; and preparing audiovisual presentations and documentary videos
- use a variety of skills and strategies
to revise and edit their work;
for example: using several kinds of sentences that appeal to the audience; writing effective descriptions; and applying rules for spelling, capitalizing, and punctuating
- work co-operatively to maintain group
harmony, evaluate their own contributions
and the group's effectiveness, and set goals
for example: comparing reactions; adjusting perceptions; discussing responsibility; resolving conflicts and negotiating; and being assertive in acceptable ways.
The students will develop their language skills by listening, speaking, reading, writing, and showing a positive attitude towards learning French.
In Grade 8, students will be able to understand, interpret and respond to a variety of oral and written messages by:
- differentiating between facts, opinions and hypotheses;
- recognizing main ideas, writer's point of view;
- identifying poetic techniques such as rhythm, repetition, imagery, comparison, personification;
- explaining the relationship between illustration and text in comic strips;
- naming and using comprehension strategies.
They will be able to generate, create and express ideas in a variety of ways such as:
- role playing;
- planning and developing a group project using appropriate techniques;
- offering solutions to a problem;
- writing a text to inform using facts;
- revising, enhancing the text, and editing using different strategies and types of resources.
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 8 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 8 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 8 students:
|The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.||Grade 8 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 8 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 8 students:
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 8 students develop an understanding of science concepts in the following units (thematic clusters):
- Cells and Systems
- Water Systems
These topic areas serve as contexts for students to develop the following skills, attitudes, and understanding about the nature of science:
- Recognize that scientific knowledge has evolved and that technology has played a role in this process.
- Plan and conduct experiments that constitute a fair test, including controlling variables, recording and analyzing data, and drawing a conclusion based on experimental results.
- Construct an object or device to solve a problem, based on specific criteria.
- Investigate societal, environmental, and economic impacts of science and technology.
- Recognize the importance of maintaining a balance between the needs of humans and a sustainable environment.
- Appreciate the contributions of Canadians to science and technology.
World History: Societies of the Past
Grade 8 students explore societies of the past and make connections between the past and present. They examine the origins of human societies from early hunter-gatherer ways of life to societies of the nineteenth century. They study significant people, ideas, and events of historical periods that have shaped the modern world and consider the implications of contact between diverse societies. As they explore selected past societies, students become aware of differing world views and the factors that influence change in societies. They assess the influence of the past on the present and develop an appreciation for the historical significance of past societies and civilizations.
Cluster 1: Understanding Societies Past and Present
In Cluster 1, students explore concepts related to society, civilization, and world view. This study includes a focus on stories and theories of the origin and development of human life and the transition from hunter-gatherer to agrarian ways of life. In addition, students examine ways in which societies change or remain the same, how they organize and perpetuate themselves, and how the natural environment influences their development. Students also study various sources of historical knowledge and consider the importance of knowing and understanding the past.
Cluster 2: Early Societies of Mesopotamia, Egypt, or the Indus Valley
Cluster 2 begins with a brief world overview, focusing on Mesopotamia, Egypt, the Indus Valley, and China, from about 3500 to 500 BCE.
Students then explore life in one early society, selected from a choice of Mesopotamia, Egypt, or the Indus Valley. This comprehensive study includes a focus on the physical environment and the social, political, technological, and cultural aspects of the selected society.
Cluster 3: Ancient Societies of Greece and Rome
Cluster 3 begins with a brief world overview, focusing on China, Greece, Rome, Persia, and the Mayas and Incas, from about 500 BCE to 500 CE. This overview includes a consideration of world religions that emerged during this time period.
Students then explore life in ancient societies of both Greece and Rome. This comprehensive study focuses on the physical environment and the social, cultural, political, economic, and technological issues of these societies. Students consider the enduring qualities of the art, architecture, science, and ideas of ancient Greece and Rome, and explore their influence on the contemporary world.
- Greece: rise and decline, social organization, citizenship and democracy, life in Sparta and Athens, Greek myths, technology, and achievements.
- Rome: rise and decline, governance, trade, empire building, war and territorial expansion, technology, and achievements.
Cluster 4: Transition to the Modern World (Circa 500 to 1400)
Cluster 4 has a global perspective. It begins with a brief world overview, focusing on China, Europe, the Middle East, Africa, Asia, and the Americas from about 500 to 1400.
Students then explore individuals and events in selected places in the world during this time period. This study includes a focus on the impact of the fall of Rome, the rise of Islam, Arab conquests and Viking invasions, life in medieval Europe, and the expansion of the Mongol and Ottoman Empires. Students examine the significance and impact of technological development and the spread of ideas during this period. Through an exploration of art, architecture, literature, and science, students consider achievements and contributions of diverse cultures during this period of transition to the modern world.
Cluster 5: Shaping the Modern World (Circa 1400 to 1850)
Cluster 5 begins with a brief world overview, focusing on Europe, Africa, Asia, Australasia, and the Americas from about 1400 to 1850.
Students then explore individuals, ideas, and events related to the Renaissance, the Protestant Reformation, global exploration, and the Industrial Revolution. Students also focus on the impact of changing social and political ideas and advances in science and technology. They examine the motivations for global exploration and territorial expansion and their impact on diverse groups, including indigenous peoples. Through an exploration of art, architecture, ideas, literature, science, and technology, students consider achievements and contributions of diverse cultures of the past and how they continue to influence and shape the modern world.
Go to Grade 8 Social Studies Curriculum...