Curriculum Information

In Religion  - students will explore the 6 strands of religious education

In Family Life students will develop: 

•  an appreciation of God’s love for them, and the love they receive from their family members, friends and others; 
• the skills needed to express themselves to their parents, other family members, friends and trusted adults; 
• an understanding of fertility as a blessing from God, and a sense of awe and respect for new human life from the moment of conception; 
•  a positive sense of their developing sexuality. 

Language
The expectations for Grade 4  focus on students’ ability to use their knowledge and skills in listening, speaking, reading, writing, viewing, and representing to understand, critically analyse, and communicate a broad range of information and ideas from and about their multicultural, multimedia environment. 

• Strands:
  • Oral communication
  1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; 
  2.  use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 
  3.  reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations
  • Reading
  1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; 
  2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 
  3. use knowledge of words and cueing systems to read fluently; 
  4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. 
  • Writing
  1. generate, gather, and organize ideas and information to write for an intended purpose and audience; 
  2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience; 
  3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; 
  4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
  • Media Literacy
  1. demonstrate an understanding of a variety of media texts; 
  2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; 
  3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; 
  4. reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Mathematics
This curriculum is designed to help students build the solid conceptual foundation in mathematics that will enable them to apply their knowledge and further their learning successfully. It is based on the belief that students learn mathematics most effectively when they are given opportunities to investigate ideas and concepts through problem solving and are then guided carefully into an understanding of the mathematical principles involved. 

• Processes: 
  • Problem Solving
  • Resoning and Proving 
  • Selecting Tools and Computational Strategies
  • Reflecting 
  • Connecting
  • Representing 
  • Communicating
• Strands
  • Number Sense and Numeration 
  • Data Mangagement
  • Measurement
  • Geometry and Spacial Sense
  • Patterning and Algebra

French as a Second Language
In all French as a second language programs, students realize the vision of the FSL curriculum as they strive to: 

• use French to communicate and interact effectively in a variety of social settings; 
• learn about Canada, its two official languages, and other cultures; 
• appreciate and acknowledge the interconnectedness and interdependence of the global community; 
• be responsible for their own learning, as they work independently and in groups; 
• use effective language learning strategies; 
• become lifelong language learners for personal growth and for active participation as world citizens 

Science and Techology
The goals for grade 4 students in science and technology are   1. to relate science and technology to society and the environment  2. to develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving  3. to understand the basic concepts of science and technology.
Skills:

• initiating and planning (e.g., asking questions, clarifying problems, planning procedures) 
• performing and recording (e.g., following procedures, accessing information, recording observations and findings) 
• analysing and interpreting (e.g., organizing data, reflecting on the effectiveness of actions performed, drawing conclusions) 
• communicating (e.g., using appropriate vocabulary, 
• communicating findings in a variety of ways) 

Strands:

• Habitats and Communities 
• Pulleys and Gears 
• Light and Sound 
• Rocks and Minerals 

Social Studies
In Grade 4 social studies, students will develop their understanding of how we study the past, as they use various methods to examine social organization, daily life, and the relationship with the environment in different societies that existed between 3000 BCE and 1500 CE.  The Grade 4 social studies expectations provide opportunities for students to explore a number of concepts connected to the citizenship education framework 

• beliefs and values 
• community
• culture
• power 
• relationships
• stewardship    

Strands: 

• Heritage and Identity: Early Societies, 3000 BCE–1500 CE 
• People and Environments: Political and Physical Regions of Canada 

The Arts
The expectations for Grades 4  focus on the development of students’ knowledge and skills in the arts and their ability to use the arts to understand, explore, and communicate feelings and ideas from and about their multicultural, multimedia environment. 

• Dance- -students further develop their movement vocabulary in response to a variety of stimuli, select appropriate forms, and manipulate dance elements such as relationship, time, and energy and students begin to explore narrative form. 
• Drama-students select appropriate symbols, manipulate story elements, and experiment with various techniques to create different effects for different audiences. 
• Music-students begin to read standard notation in the treble clef and sing or play music in two parts. They continue to create simple rhythms and melodies as accompaniments and to discover how music is organized. 
• Visual Arts-students extend their exploration of relationships and personal experience in their own world and explore and describe how different media influence the communication and interpretation of ideas in their own and others’ work. 

Health and Physical Education

Living Skills

• personal skills
• interpersonal skills
• critical and creative thinking

Strands

• Active Living
  • active participation
  • physical fitness
  • safety
• Movement Competence
  • Movement Skills and Concepts 
  • Movement Strategies 
• Healthy Living
  • Healthy Eating 
  • Personal Safety and Injury Prevention 
  • Substance Use, Addictions, and Related Behaviours 
  • Growth and Development