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 Kindergarten, students should be able to
- explore elements of the language of music;
- recognize certain 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;
- strike a beat;
- produce simple melodies and sound effects vocally or by playing simple instruments;
- invent simple symbol systems to represent
the elements of musical language.
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 English LA-Immersion program is not offered at this level.
The students will develop their language skills by listening, speaking, reading, writing, and showing a positive attitude towards learning French.
At the end of kindergarten students will be able to understand, interpret and respond to a variety of oral and written messages by:
- interpreting symbols;
- following simple directions;
- responding to a short illustrated text read out loud through gestures or drawings.
They will be able to generate, create and express ideas in a variety of ways such as:
- drawing or using letters, writing their name;
- repeating a few words, sentences, poems or songs.
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.
|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.||Kindergarten students:
|2. Fitness Management|
|The student will demonstrate
the ability to develop and follow a personal
fitness plan for lifelong physical activity
|The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.||Kindergarten 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.||Kindergarten 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.||Kindergarten students:
Note: In Kindergarten, the health topics that contain potentially sensitive content are 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).
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.
Kindergarten students develop an understanding of science concepts in the following units (thematic clusters):
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.
Kindergarten students explore who they are in relation to others in their world. They become aware of how people live, play, and work together in order to meet their basic needs. Students are encouraged to express interest in the experiences of others and discover their connections to the people around them. As they explore their social and natural environments, they become aware that they live in a country called Canada, and begin to see themselves as part of a larger world.
Cluster 1: Me
Students explore what makes them unique, considering their abilities and interests, and identify groups and places that are important to them. They also examine rules and responsibilities and study basic needs.
Cluster 2: The People around Me
Students identify the people who care for them and influence their lives. They explore different ways of cooperating, communicating, and solving problems in order to live and work together with others. Students also begin to examine time by investigating recurring events in their lives.
Cluster 3: The World around Me
Students study the world around them, exploring the physical environment of their local neighbourhood and learning that they live in a country called Canada. They learn that although all people have the same basic needs, they have different ways of meeting those needs.
Go to Kindergarten Social Studies Curriculum...