ACADEMICS    CURRICULUM     Lower School - Subjects

Language Arts   (back to top)

Language is central to students' intellectual, social and emotional growth and must be seen as a key element of the curriculum. Whether they are studying literature or history, or learning science, students need fundamental language skills to understand information and express their ideas. Through language learning, students acquire skills that are essential in the workplace; for example, they learn to analyse ideas and information and to communicate them clearly, both orally and in writing. Through a study of literature, they come to understand other people and themselves and to appreciate the power of words and the many different uses of language. By examining media productions, they develop the ability to understand and interpret a range of media messages.

Mathematics   (back to top)

Strands in the Mathematics Curriculum

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. All the knowledge and skills outlined in the expectations for the mathematics programme are mandatory. The programme in all grades is designed to ensure that students build a solid foundation in mathematics; they should, for example, understand a range of mathematical concepts, memorize necessary mathematical facts (e.g., multiplication tables), learn and practice standard mathematical procedures and apply mathematics in complex real-world situations.

The Importance of Mathematics

Because mathematics is a key element of the curriculum, parents, students and teachers need to understand why mathematics is important. When students learn mathematics, they do more than master basic skills; they acquire a concise and powerful means of communication. Knowledge of mathematical language, structures and operations will help students to reason, to justify their conclusions and to express ideas clearly. Students also need to be able to use mathematics in connection with technology and in their daily lives and, eventually, in the workplace.

Mathematics is also a powerful learning tool. As students identify relationships between mathematical concepts and everyday situations and make connections between mathematics and other subjects, they gain the ability to use mathematics to extend and apply their knowledge in other curriculum areas, such as science, music and language.

Social Studies   (back to top)

Grade 3

The study of Heritage and Citizenship in grade 3 focuses on the pioneers. Students examine the lifestyles of pioneer settlers and their contributions to early communities in Upper Canada. They compare the life of the pioneers to their own lives. They also investigate the contributions of Aboriginal peoples to pioneer communities. The study of Canada and World Connections urban and rural communities in Ontario by focusing on human and environmental interactions. Students compare the communities’ cultural backgrounds, as well as their use of space and services. They also investigate the various interdependencies between the environment and meeting the needs of diverse populations in urban and rural communities.

Grade 4

The study of Heritage and Citizenship in grade 4 focuses on medieval times. Students examine the basic features of medieval society, such as trade, transportation, design and technology, government, culture and beliefs. They describe the impact of Christianity, the Crusades, Islamic culture and the Magna Carta on medieval society. They also examine the influence of medieval society on the world today. The study of Canada and World Connections focuses on the provinces and territories of Canada. Students locate and label the major physical regions within the provinces and territories and investigate the exchange of goods and resources among them. They compare the physical environments of regions and examine specific examples of cause-and-effect relationships. They also examine the structure and function of provincial government.

Grade 5

The study of Heritage and Citizenship in grade 5 focuses on early civilizations. Students investigate the importance of the environment in shaping these civilizations and identify how various human needs (e.g., food, shelter) were met. They investigate and describe the influence of early civilizations on modern society (e.g., with respect to science, technology, language, art and government). The study of Canada and World Connections focuses on the study of government in Canada, specifically the federal government and the electoral process. Students explore and compare the functions and interactions of the three levels of government in Canada and they compare Canada’s form of government to other types of government. As they investigate the Canadian electoral process, they broaden their understanding of life in a democratic society. Students also explore the reasons why immigrants choose to make their new home in Canada and learn how immigrants become Canadian citizens.

Grade 6

The study of Heritage and Citizenship in grade 6 focuses on the distinct cultures, both past and present, of Aboriginal peoples in Canada and on the early European explorers. Students describe the role of the environment in shaping Aboriginal cultures. They examine the interactions between Aboriginal peoples and European explorers at the time of their first contact and they learn how the early explorers contributed to the development of Canada. They also study the origins of concerns related to Aboriginal peoples and determine their present social, political and economic conditions. The study of Canada and World Connections focuses on the relationship between Canada and its trading partners. Students in grade 6 identify the United States as Canada’s major trading partner. They investigate how the United States affects Canada through trade, media, immigration, culture, technology, tourism, history and geography. They also describe Canada’s connections to at least one other trading partner, through an in-depth investigation of a country from one of the following regions: Europe, Pacific Rim, Central America or South America.

Science and Technology   (back to top)

Science is a form of knowledge that seeks to describe and explain the natural and physical world and its place in the universe. Occasionally, the fundamental theories, concepts and structures of science change but, for the most part, the basic ideas of science – ideas such as the cellular basis of life, the laws of energy, the particle theory of matter – have proven stable. The curriculum outlined in this document will introduce students to many of these basic ideas.

Technology includes much more than the knowledge and skills related to computers and their applications. Technology is both a form of knowledge that uses concepts and skills from other disciplines (including science) and the application of this knowledge to meet an identified need or solve a specific problem using materials, energy and tools (including computers). The method of technology consists of inventing or modifying devices, structures, systems, or processes.

Science is not only a body of knowledge but “a way of knowing.” Scientific investigation involves exploration, experimentation, observation and measurement and analysis and dissemination of data. These activities require specific skills and habits of mind; for example, accuracy, discipline and integrity in the application of scientific principles are fundamental to scientific activity. The science and technology curriculum is designed to develop these skills and habits of mind.

The Science and Technology expectations are organized into five strands. These are: Life Systems, Matter and Materials, Energy and Control, Structures and Mechanisms and Earth and Space Systems.

French    (back to top)

At Crescent, all grades 4, 5 and 6 students have 40 minutes of French every day. The grade 3 students have French 40 minutes 6 out of an eight day cycle. The Core French programme used at Crescent is Wendy Maxwell's "Accelerated Integrative Method" (AIM) which uses gestures, drama, story-writing and songs to teach French. By the end of the school year, students meet and often exceed all ministry expectations for their grade level. Many students reach levels of fluency equal to students in French immersion programmes. French is the only language of instruction and students are required to speak French at all times.

The focus of the grade 3 French programme is to develop strong communication skills through kinesthetic activities and an integrated, drama-based approach designed for students specifically in the first year of Core French. Although oral communication skills are emphasized, appropriate exposure to the written word and the opportunity to develop reading and writing skills occurs from the beginning, so that these skills develop naturally and in conjunction with other language skills, as they do in the homeroom English classes.

The grade 4 and 5 programmes build upon the foundations that were established in the previous years. Students will be responsible for completing increasingly more linguistically demanding oral and written work.

In all grades, scripted plays that provide contextualized vocabulary are used to develop reading and writing skills, in addition to oral fluency. Large group work is balanced with small group and individual activities. Many of the plays are based upon French songs and dances which also play a role in language development. Students are expected to participate in co-operative story elaboration, individual story retelling, both oral and written and individual creative-writing assignments.

Physical and Health Education   (back to top)

Overview

“Mens sana in corpore sano ~ A sound mind in a sound body.”

This adage is as relevant today as it was when it was first written by Juvenalis, the Roman poet and satirist, over 1,900 years ago. In fact, as today’s society becomes increasingly driven by comfort and convenience, it takes on even more importance. Studies and statistics continue to paint a picture of a decrease in the health of our population, especially in children and this at a time when leisure time has never been more available. Childhood obesity is on the rise and childhood type 2 diabetes, caused in large part by diet, is becoming alarmingly common. Stress and depression are taking their toll on mental health and allergies and inhalers are as common as bicycle helmets and soccer cleats.

Regular physical activity and better food choices can play an important role in reversing these dangerous trends. Walking or riding a bicycle to school, playing outside instead of in front of a screen, raking leaves and shoveling snow are just a few examples of how we can improve the quality of our lives. This can be our small contribution to lowering air and noise pollution, while at the same time we will have exercised our heart, lungs and muscles. We may also have interacted with others! This can be followed by a healthy snack choice, which will help repair and maintain all the tissues and systems of our bodies.

The Physical and Health Education curriculum is organized around three strands:

Healthy living, which includes healthy eating, growth and development, personal safety and injury prevention and substance use and abuse.
Fundamental movement skills, which include locomotion/traveling, manipulation and stability.
Active participation, which includes physical activity, physical fitness, living skills and safety.

Through this curriculum, students will develop:

• an understanding of and an appreciation for the importance and the benefits of physical fitness, health, well-being and the factors that contribute to them.
• a personal interest in and commitment to, daily physical activity and positive health behaviours.
• the basic movement skills required to participate in physical activities throughout their lives.

Music   (back to top)

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 programme 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 programme be offered – one 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.

The music programme at Crescent in grades 3 and 4 focus on choral singing, basic theroy and Orff instrumentation. In grades 5 and 6, choral singing and theory studies are continued, and the students integrate technology with basic piano skills in the Yamaha "Music in Education" keyboard lab.

Drama   (back to top)

“All the world’s a stage and all the men and women mere players.”
~ William Shakespeare

The drama and dance curriculum is intended to help students to develop an understanding and appreciation of drama and dance, as well as the ability to create works using the forms, elements and techniques of these two disciplines. Through exploring drama and dance, students will develop an understanding of themselves and others and will learn about the lives of people in different times, places and cultures. They will develop practical, artistic skills in both disciplines, as well as critical-thinking skills and a variety of communication skills. Role-playing is a key component of the drama and dance curriculum. Students develop their understanding of a variety of points of view and motives, in addition to strengthening their ability to empathize with others.

Students will draw upon a variety of sources including literature, historical and current events and topics and themes from other subject areas, particularly language arts and social studies, in order to create presentations in which they communicate their interpretation of situations and motive of various characters.

Visual Art   (back to top)

At Crescent, the visual art programme is taught by specialist teachers. Boys from grade 3 up, take their art studies in a very well equipped and superbly located studio. All the grades in the Lower school have one double period (80 minutes) of visual art in a four day cycle. The emphasis of the programme is on encouraging the development of creativity, the acquisition of skills and knowledge and the ability to analyze and describe a variety of art works. Actual themes and units of study vary from year to year. Cross-integration with the core programme will occur when possible.

Information Technology   (back to top)

Students need to develop the skills and knowledge of information technologies to harness the power, effectiveness, efficiency and excitement of learning in the information age. Information technology includes a wide range of technologies – print, digital and visual media – for storing, retrieving, sending and transferring information. Today’s environment necessitates all teachers to provide varied, continuous and well-planned opportunities to extend students’ information technology skills.

At Crescent School, we embrace the unlimited potential of using the computer and other technologies as a tool for a better education of our students. Clearly it is not the hula-hoop of the 90’s (or 00’s) and we will forever be involved with these devices in an increasing number of areas in our lives.

Our Mission Statement with respect to Information Technology is as follows:
Crescent School will make available and use whatever technology is necessary
to ensure our students receive the best possible education.

Crescent School is committed to maintain leading-edge, cost-effective facilities that will place our boys at an advantage in their futures.