Elementary Program

Our Elementary Students at a noodle factory

Our elementary school is for children 6 to 12 years of age. Students study English Language Arts, Social Studies, Mathematics, Science and Technology and The Arts ( Visual Arts) during homeroom sessions. In addition to studying the core subjects, students meet with specialists in given periods for instruction in  The Arts (Music) , Physical Education and Japanese.

Students learn each subject through a structural model that enables them to see interconnected themes and ideas. Small classes foster direct teacher-student relationships whereby, faculty can respond to individual needs and concerns. The principles of social interaction, communal cooperation and interdependence are thus incorporated into the daily curriculum.

Our curriculum is based by kind permission on a Canadian model and composed of the following subjects and their assessment rubrics.

English Language Arts

The language curriculum is based on the belief that literacy is critical to responsible and productive citizenship, and that all students can become literate. The curriculum is designed to provide students with the knowledge and skills that they need to achieve this goal. It aims to help students become successful language learners, who share the following characteristics.

Successful language learners:

• understand that language learning is a necessary, life-enhancing, reflective process;
• communicate - that is, read, listen, view, speak, write, and represent - effectively and with confidence;
• make meaningful connections between themselves, what they encounter in texts, and the world around them;
• think critically;
• understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;
• appreciate the cultural impact and aesthetic power of texts;
• use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.

This curriculum organizes the knowledge and skills that students need to become literate in four strands, or broad areas of learning - Oral Communication, Reading, Writing, and Media Literacy. These areas of learning are closely interrelated, and the knowledge and skills described in the four strands are interdependent and complementary.

Assessment is based on achievement of these four categories of Knowledge and Skills :

• Knowledge and Understanding
• Thinking
• Communication
• Application

Mathematics

An information - and technology-based society requires individuals who are able to think critically about complex issues, analyse and adapt to new situations, solve problems of various kinds, and communicate their thinking effectively. The study of mathematics equips students with knowledge, skills, and habits of mind that are essential for successful and rewarding participation in such a society. To learn mathematics in a way that will serve them well throughout their lives, students need classroom experiences that help them develop mathematical understanding; learn important facts, skills, and procedures; develop the ability to apply the processes of mathematics; and acquire a positive attitude towards mathematics. The Ontario mathematics curriculum for Grades 1 to 6 provides the framework needed to meet these goals.

The mathematics expectations are organized into five strands, which are the five major areas of knowledge and skills in the mathematics curriculum. The five strands are Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability.

The program in all grades is designed to ensure that students build a solid foundation in mathematics by connecting and applying mathematical concepts in a variety of ways. To support this process, teachers will, whenever possible, integrate concepts from across the five strands and apply the mathematics to real-life situations.

Assessment is based on achievement of these learning results:

• Knowledge and Understanding of content and mathematical concepts
• Thinking ( planning and processing skills)
• Communication of ideas and mathematical thinking
• Application of knowledge and skills in familiar contexts

Science and Technology

The science and technology expectations are organized into five strands, which are the major areas of knowledge and skills in the science and technology curriculum. The five strands, which combine topics from science and technology, are: Life Systems, Matter and Materials, Energy and Control, Structures and Mechanisms, Earth and Space Systems.

Assessment is based on achievement of these learning results:

• Understanding of basic concepts
• Inquiry and design skills
• Communication of required knowledge
• Relating of science and technology to each other and to the world outside the school

Social Studies

Social studies seeks to examine and understand communities, from the local to the global, their various heritages, and the nature of citizenship within them. Students acquire a knowledge of key social science concepts, including change, culture, environment, power, and the dynamics of the marketplace. They  acquire skills of inquiry and communication through field studies and other research projects; the use of maps, globes, and models; and the consideration of various forms of historical evidence. Students apply these skills to develop an understanding of  identity and democratic values, to evaluate different points of view, and to examine information critically in order to solve problems and make decisions on issues that are relevant to their lives.

Assessment is based on achievement of these learning results:

• Understanding of concepts
• Inquiry/research skills and map and globe skills
• Communication of required knowledge
• Application of concepts and skills

Health and Physical Education

The curriculum's major areas of knowledge and skills are organized around three strands: Healthy living includes healthy eating, growth and development, personal safety and injury prevention, and substance use and abuse. Fundamental movement skills include locomotion / travelling, manipulation, and stability. Active participation includes physical activity, physical fitness, living skills, and safety. These strands combine the living skills (e.g., personal, interpersonal, communication, conflict resolution, goal-setting, organizational, time-management, problem-solving, and decision-making skills) that all students require.

Assessment is based on achievement of these learning results:

• Understanding of concepts
• Movement skills
• Active participation
• Communication of required knowledge
• Responsibility

Visual Arts

The visual arts include the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, and photography, as well as crafts, industrial design, commercial art, performance art, and electronic arts. The visual arts curriculum is intended to help students develop their creativity, as well as the ability to communicate with other people through visual images. In learning to express themselves in visual ways, students will sharpen their powers of observation.
In developing the ability to analyse and describe works of art from various historical periods and in different styles, they will also learn to understand and appreciate a wide variety of art works.

Assessment is based on achievement of these learning results:

• Understanding of concepts
• Critical analysis and appreciation
• Performance and creative work
• Communication

Music

The music curriculum is intended to help students develop understanding and appreciation of music, as well as practical skills, so that they will be able to find in music a lifelong source of enjoyment and personal satisfaction. It is well documented that the intellectual and emotional development of children is enhanced through the study of music. An interesting and challenging program in music not only develops practical artistic skills, but also enables students to sharpen their ability to reason and to think critically, and to explore their emotional responses to the music. It is therefore essential that a balanced music program be offered Eone that includes both listening and music making and that may appeal to a wide variety of students. Children learn to love music when they have opportunities to experience it in the context of a rich and varied curriculum.

Assessment is based on achievement of these learning results:

• Understanding of concepts
• Critical analysis and appreciation
• Performance and creative work
• Communication

Japanese Language

Second-language learning in general is valuable for a number of reasons. Research confirms that knowledge of a second language strengthens first-language skills, and that the ability to speak two or more languages generally enhances problem-solving and reasoning skills, the capacity for creative thinking, and the ability to respect and understand other cultures. Second-language learning strengthens students' ability to communicate and participate effectively in the workplace and the global community. It also increases their ability to understand themselves and other people, and helps them to appreciate the power of words and the many different uses of language.

Assessment is based on achievement of these learning results:

• Understanding and knowledge
• Thinking and inquiry
• Communication
• Application

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