H:\CURRIC\GUIDES\Maureen\Program of Studies 2008

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Program of Studies
2008-2009
Kindergarten, Primary, Elementary,
Intermediate, and Senior High
TABLE OF CONTENTS
Table of
Contents
Vision and Mission Statements ............................... 1
Learning Resources ................................................ 3
Kindergarten Program ............................................. 5
KinderStart ...................................................................................7
Art ................................................................................................. 9
Core French ............................................................................... 10
English Language Arts ............................................................... 10
Health ........................................................................................ 11
Mathematics .............................................................................. 11
Music ......................................................................................... 13
Physical Education .................................................................... 13
Religious Education .................................................................. 14
Science ....................................................................................... 14
Social Studies/Enterprise Education ......................................... 15
Recommended Time Allotments ............................................... 15
Primary Program .................................................... 17
Art .............................................................................................. 19
Core French ............................................................................... 20
Health ........................................................................................ 27
Mathematics .............................................................................. 28
Music ......................................................................................... 31
Science ....................................................................................... 35
Social Studies/Enterprise Education ......................................... 36
Elementary Program .............................................. 39
Art .............................................................................................. 41
Core French ............................................................................... 42
Intensive Core French ................................................................ 44
Enterprise Education ................................................................. 50
Health ........................................................................................ 51
Mathematics .............................................................................. 52
Music ......................................................................................... 54
Science ....................................................................................... 58
Social Studies ............................................................................. 59
PROGRAM OF STUDIES 2008-2009
I
TABLE OF CONTENTS
Intermediate Program ............................................ 63
Art .............................................................................................. 65
Career Exploration (Grade 9) .................................................... 66
Core French ............................................................................... 67
Enterprise Education ................................................................. 71
Health ........................................................................................ 72
Home Economics ...................................................................... 74
Mathematics .............................................................................. 74
Music ......................................................................................... 77
Music (Exploring Music) ........................................................... 78
Science ....................................................................................... 81
Social Studies ............................................................................. 81
Technology Education and Industrial Arts ............................... 83
Senior High Program ............................................. 89
Art .............................................................................................. 91
Career Education ....................................................................... 92
Co-operative Education ............................................................. 93
Core French ............................................................................... 94
Expanded Core French .............................................................. 96
Economic Education ................................................................. 97
Family Studies ......................................................................... 109
Guidance .................................................................................. 113
Mathematics ............................................................................ 114
Advanced Mathematics ........................................................... 116
Practical Mathematics ............................................................. 118
Music ....................................................................................... 119
Physical Education .................................................................. 122
Religious Education ................................................................ 130
Science ..................................................................................... 131
Social Studies ........................................................................... 134
Technology Education and Skilled Trades ............................... 138
French Immersion ................................................ 147
Kindergarten ............................................................................ 150
Primary .................................................................................... 157
Elementary ............................................................................... 169
Intermediate ............................................................................ 179
Senior High ............................................................................. 187
II
TABLE OF CONTENTS
English Second Language (ESL) ........................ 197
Graduation Requirements ................................... 207
Publishers and Distributors ................................ 211
III
TABLE OF CONTENTS
IV
VISION AND MISSION STATEMENTS
Vision and
Mission
Statements
Vision
The vision of the Department of Education is citizens with the
values, knowledge and skills necessary to be productive and
contributing members of society.
Mission
By 2011, the Department of Education will have maintained an
educational system for the people of Newfoundland and Labrador
which is of high quality, safe, and affordable.
In line with this mission and vision, the department has identified
the following four strategic goals for it to move forward:
1.
2.
3.
4.
High Quality Education System
High Quality Apprenticeship System
Safe Educational System
Affordable Education System
1
VISION AND MISSION STATEMENTS
2
LEARNING RESOURCES
Learning
Resources
Authorized Resources
Authorized learning resources comprise textbooks and other nonprint materials supplied by the Department in order to
implement the prescribed curriculum. These resources are
considered essential to the teaching and learning process.
Authorized learning resources are supplied free of charge from
Kindergarten to Level III (K-12). Authorized teacher references are
supplied free of charge from K-12. Authorized resources
(including Department of Education publications, such as
curriculum guides and course descriptions) are available from:
Learning Resources Distribution Centre
Department of Education
P. O. Box 8700
Building 909, Pleasantville
St. John’s, NL
A1B 4J6
Phone: (709) 729-4259 Fax: (709) 729-5795
Recommended Resources
Recommended resources are supplementary materials
recommended by the Department for their value as teaching and
learning aids. Recommended resources are available from
publishers or distributors, who usually provide discounts on
educational materials. A list of publishers’ and distributors’
addresses is included at the back of this publication. The
Department of Education web site has a comprehensive posting of
curriculum and related documents. The website is:
http://www.gov.nl.ca/edu/sp/main.htm
Additional Resources
A wide variety of resources is necessary to enrich learning
experiences, to accommodate various learning styles, and to
encourage a variety of instructional approaches. These additional
resources can best be provided through a properly functioning
learning resources centre.
The school learning resource centre should be stocked with a
variety of resources and equipment, professionally selected and
managed, designed to meet the instructional needs of teachers and
the learning needs of students. The learning resource teacher
plays a key role in the planned and purposeful use of resources in
the teaching and learning process. A team effort is required of all
3
LEARNING RESOURCES
school staff in the development and delivery of instructional
strategies which are designed to meet the individual needs of
students.
The Department of Education operates a Learning Resources
Audio Visual Library through the Provincial Information and
Library Resources Board which is designed to supplement
individual school and district resource centres. Complete listings
of resources can be found in catalogues or supplements which are
updated each year and are available free of charge from the Library.
Complete details on how to acquire these resources are found in
the various catalogues.
For more information on services available, contact:
Provincial Information and Library Resources Board
Arts & Culture Centre
Allandale Road
St. John’s, NF
A1B 3A3
(709) 737-3807 (telephone)
(709) 737-3958 (facsimile)
[email protected]
website: http://www.publib.nl.ca/videos/index2.html
4
KINDERGARTEN
Kindergarten Program
5
KINDERGARTEN
6
KINDERGARTEN
Kindergarten
Children are introduced to formal education through
Kindergarten, an educational program provided by all primary
schools in Newfoundland and Labrador.
The Kindergarten Program, as described in Early Beginnings: A
Kindergarten Curriculum Guide, is designed to support the
intellectual, physical, social, emotional, spiritual, and moral
development of the four- and five-year-old child.
Inherent in the Kindergarten Program is the recognition that
children are individuals, every child is unique and the diverse
needs and developmental levels of children can be accommodated
through developmentally appropriate practices.
The Kindergarten Program provides for integrated and discrete
learning in: language arts, mathematics, science, social studies, art,
music, health, physical education, and religious education.
Kindergarten experiences must lay the foundation for future
learning by:
• creating a love of learning
• helping children become more effective problem solvers,
•
•
•
•
•
•
KinderStart
observers, listeners, speakers, and thinkers in a language-rich
environment
helping children gain increasing independence through
exploring, questioning, and understanding
providing for a balance of child-centred and teacher-directed
experiences
providing for meaningful and appropriate curriculum
connections
facilitating the development of the skills and concepts necessary
to experience success
supporting the development of a positive self concept
supporting the involvement of parents
The KinderStart Program is a provincial transition-to-school
orientation program for children and their parents/caregivers. The
objective of the program is to help all children and their families
connect with the school and to provide resources for them to use
at home during the pre-kindergarten year. The program is based
on developmentally appropriate practices for the pre-kindergarten
child and consists of eight in-school sessions and accompanying
information for principals, parents/caregivers and teachers. An
activity bag of supplies and resources is provided for each parent/
caregiver and child.
7
KINDERGARTEN
Authorized Learning
Resources
KinderStart materials that have been provided to kindergarten
teachers (one set per teacher) include:
2002-2003
Binder and KinderStart Guide
Alphabet puzzle
Number puzzle
Read and Succeed CD
Video - Videos Three: Speak, Hear, See, one per school
Video - Literacy Connections, one per school
KinderStart certificate for each child
2003-2004
Mother Goose Keepsake Collection
CD of children's songs
2004-2005
• Thin color tiles (package of 400)
• KinderStart certificate for each child
2005-2006
Count and sort colossal buttons (package of 100)
Dinosaur identification poster
2006-2007
Two giant foam dice (one with dots, one with numbers)
Package of 49 jumbo foam pattern blocks
Zig-zag: Zoems for Zindergarten by Loris Lesynski (one copy)
The Shape of Things by Dayle Ann Dodds (one copy)
The Teddy Bear by David McPhail (one copy)
2007-2008
1 box of foam Geometric Solids
1 package of Overhead Pattern Blocks containing an Activity/
Teaching Sheet
Ten Little Fish (book)
Jessica (book)
ZIG ZAG (book)
Counters (package of 10 soft rubber Tropical Fish)
8
KINDERGARTEN
2008-2009
The House in the Meadow by Shutta Crum (book)
Zig Zag by Loris Lesynski (book)
Owen by Kevin Henkes (book)
Straws & Connectors, with activity suggestions (230 piece
package - 130 straws/100 connectors)
1 package of 60 tropical fish counters – a resource to support
Ten Little Fish, supplied for the 2007/2008 KinderStart
program
Ideas for Using KinderStart Learning Materials at Home
Play Counts – Enjoy mathematics with your child (math
pamphlet)
“Mathematics Activities to Accompany Manipulatives and
Children’s Literature Provided For KinderStart” (prepared by
Rita Janes)
“Young Children and Mathematics Eager to Learn ? A
Synthesis of the Research on Early Childhood Mathematics”
(prepared by Rita Janes)
Art
Kindergarten students learn how to think and work as artists by
exploring, analyzing, and reflecting on the creative process and by
viewing and producing various forms of art consisting of a barrage
of traditional and unconventional materials.
The language and concepts of the fundamental elements and
principles of design are the integral aspects of the kindergarten Art
curriculum. Students explore the design elements of line, shape,
form, colour, space, and texture and the principles of pattern,
repetition, balance, movement, unity, and contrast.
The Art curriculum reflects the interests of the kindergarten
learner and topics that are pertinent to their needs. The learning
resources offer a variety of children’s and professional artists’ art
making experiences that present many opportunities for students
to respond to art in a variety of contexts through their exploration
of the cultural heritage and identities of Newfoundland and
Labrador, Canada, and the world.
Authorized Learning
Resources
Explorations in Art: Teacher Guide, 2008
Explorations in Art: Big Art Book, 2008
A Curriculum Guide from Primary Art: Interim Edition, 2007
Early Beginnings: A Kindergarten Curriculum Guide
9
KINDERGARTEN
Core French
Please refer to the primary section of this Program of Studies for K3 French.
English Language
Arts
The Kindergarten English Language Arts curriculum provides for
growth in all aspects of each child’s language development. It
includes many opportunities for experimenting, observing,
thinking, playing, talking, listening, reading, viewing, and
writing.
The English Language Arts curriculum supports literacy
development through both integrated experiences and the
teaching of discrete skills in listening, speaking, reading, viewing,
writing, and representing.
Authorized Learning
Resources
10
Depree, Helen and Sandra Iversen. Early Literacy in the
Classroom. New Zealand: Lands End Publishing, 1994
(teacher professional resource)
Book Shop, Stage One OR Literacy 2000, Stage One (out of
print)
Big Books of Poetry (out of print)
• The Big Book of Poetry
• The Big Book of Math Poems
• The Big Book of Science Poems
Literature
• Fox, Mem and Jane Dyer (1993). Time For Bed
• Ahlberg, Janet and Allan (1989). Each Peach Pear Plum
• Aker, Suzann (1990). What Comes in 2’s, 3’s, and 4’s?
• Arnosky, Jim (1993). Every Autumn Comes the Bear
• Burton, Marilee R., and James Ransome (1994). My Best
Shoes
• Hale, Sarah (1995). Mary Had a Little Lamb
• Hughes, Shirley (1995). Rhymes for Annie Rose
• London, Jonathan and Remkiewicz, Frank (1992). Froggy
Gets Dressed
• Martin, B., J. Archambault, and L. Ehlert (1989). Chicka
Chicka Boom Boom
• McDonnell, Flora (1994). I Love Animals
• Rosen, Michael and Helen Oxenbury (1992). We’re Going
on a Bear Hunt
• Williams, Linda, and Megan Lloyd (1986). A Little Old
Lady Who Was Not Afraid of Anything
• Wood, Audrey, and Don (1984). The Napping House
KINDERGARTEN
Health
Authorized Learning
Resources
Mathematics
The Kindergarten Health curriculum is designed to connect the
daily needs, interests, and experiences of the Kindergarten child to
healthy practices.
Inside Out Level K Teachers’ Resource Book
Inside Out Big Book Titles
• Who’s So Special?
• Some Body
• What Makes a Body Healthy?
• What Makes a Body Safe?
The Kindergarten Mathematics curriculum supports
developmentally appropriate experiences and the active exploration
of a variety of mathematical ideas where children retain their
enjoyment of and curiosity about mathematics. Mathematical
activities in Kindergarten should provide children with
opportunities to:
• communicate in order to learn and express their understanding
• connect mathematical ideas to other concepts in mathematics,
to everyday experiences and to other disciplines
• demonstrate fluency with mental mathematics and estimation
• develop and apply new mathematical knowledge through
problem solving
• develop mathematical reasoning
• develop visualization skills to assist in processing information,
making connections and solving problems
Kindergarten mathematics is organized into three strands:
• number
• patterns and relations
• shape and space
Authorized Learning
Resources
Kindergarten Mathematics Curriculum Guide (Interim Edition)
Math Makes Sense Kindergarten
• Big Math Book Package (print and e-book)
• Teacher Guide (with CD-ROM)
• Audio CD
Emergent level Little Books (24 titles)
Emergent level Lap Books (6 titles)
Emergent level Teacher Guide
11
KINDERGARTEN
Manipulative Kit including:
• two-colour counters (200)
• overhead two-colour counters (50)
• soft dot dice (100)
• large geometric solids (6 piece set)
• stacking cubes (200)
• links (200)
• jumbo foam dominoes
• 35 mm shapes for lacing
• starter balance
Selection of mathematics-related literature (previously
authorized and distributed)
• Jeff Sheppard, The Right Number of Elephants, ISBN
#006025615X
• Pat Hutchins, Changes, Changes, ISBN #0689711379
• Eric Carle, The Grouchy Lady Bug, ISBN #0690031914
• Steven Kellogg, Much Bigger Than Martin, ISBN
#080375809X
• Tomie DePaola, Pancakes for Breakfast, ISBN #0152594558
• Stuart J. Murphy, Every Buddy Counts, ISBN
#0060267720
• Dayle Ann Dodds, The Shape of Things, ISBN
#1564026981
• Tana Hoban, So Many Circles, So Many Squares, ISBN
#0688151655
• Leslie Tryon, Albert's Alphabet, ISBN #0689316429
• Ellen Stoll Walsh, Mouse Count, ISBN #0152256023
• Rosemary Wells, Bunny Money, ISBN #0803721471
• Ann Jonas, Splash, ISBN #0688110517
• Mitsumasa Anno (Illustrator), Anno's Counting Book, ISBN
#069001287X
• Paul Galdone, The Three Bears, ISBN #0395288118
• Katherine Burton, One Gray Mouse, ISBN #1550743244
• Denise Fleming, Count, ISBN #0805015957
• Eric Carle, 1-2-3 To The Zoo, ISBN #0698116453
• Phoebe Gilman, The Balloon Tree, ISBN #0590714104
• Eric Carle, The Very Hungry Caterpillar, ISBN
#0590030299
• Ian Crysler, The Big City, Big Country Counting Book,
ISBN #059024941X
• Amy and Richard Hutchings, The Gummy Candy Counting
Book, ISBN #0590341278
• Cindy Ward, Cookies Week, ISBN #059043604X
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KINDERGARTEN
• Pat Hutchins, The Doorbell Rang, ISBN #0590411098
• Olive A. Wadsworth, Over In The Meadow, ISBN
#059044848X
Manipulatives (previously authorized and distributed)
Relationshapes: Geometric Attribute Shapes (kit)
Multilink Cube Apparatus Kit
Music
Authorized Learning
Resources
Music in Kindergarten provides experiences which are meaningful
and enjoyable to the child and which develop a greater love for,
understanding of and sensitivity to music. Using children’s songs,
singing games, folk and art music, students explore rhythm and
metre, melody/pitch and expressive devices (mood, tempo,
dynamics, sound sources) through an integrated program of
listening, singing, speaking, moving, playing, responding, and
creating. Such activities help the child discover musical concepts,
develop musical skills, and establish a foundation for musical
learning.
Foundation for the Province of Newfoundland and Labrador Arts
Education Curriculum
Music Curriculum Guide: Kindergarten - Grade 6
Teachers should choose appropriate material from the following
authorized resources listed for Primary Music:
120 Singing Games and Dances
An Orff Mosaic from Canada
Teaching Towards Musical Understanding
The Kodály Method I
Roots and Branches
Name Games
Sound Ideas
Musicplay 1 Teacher’s Guide
The Listening Resource Kit, Level 1
Physical
Education
The Kindergarten Physical Education curriculum uses physical
activity as the basic medium for cognitive, psychomotor and social
learning; provides children with opportunities for individual
experimentation and practices; and, introduces a range of childhood
games.
13
KINDERGARTEN
Physical education at this level includes the entire physical activity
experience that embraces an “active living” philosophy.
Authorized Learning
Resources
Religious
Education
Authorized Learning
Resources
Science
Authorized Learning
Resources
14
A Curriculum Framework for Physical Education: Adjusting the
Focus
Canadian Active Living Fitness Circuit Charts: Elementary School
Series - Thompson Educational Publishing
Celebrations! engages students in an exploration of a variety of
special days, festivals and celebrations in eight living belief
systems. The theme provides opportunities for students to
discover the nature of observing special events and the connection
to a living belief system’s traditions. Commemorating special
celebrations is important for many belief systems because they
enable communities to share their unique qualities. This aspect of
celebrations is the focus for the Kindergarten program in Religious
Education.
Framework Document for Religious Education (2002)
Early Beginnings: A Kindergarten Curriculum Guide (2000)
Religious Education Kindergarten Interim Curriculum Guide
(2008)
Celebrations! (resource kit with CD, teacher’s resource, visuals,
and puppets)
The Beginner’s Bible (2005)
The role of science in the Kindergarten Program is to stimulate
interest in science, to encourage observation using all the senses, to
develop the rudiments of classification, to stimulate children’s
natural desire to investigate their environment, and to clarify
concepts.
Pan-Canadian Science Place: My World Classroom Kit (2002)
KINDERGARTEN
Social Studies/
Enterprise
Education
The Social Studies and Enterprise Education curricula at the
Kindergarten level are organized around the concept of
"connections". Children will examine:
• connections to their identity by further developing an
awareness of self and others
• connections to their roots by exploring how they are connected
to family
• connections to place by developing an awareness that they live
in a particular community and that there are other
communities in their province, country, and world.
Authorized Learning
Resources
Foundation for the Atlantic Canada Social Studies Curriculum
Atlantic Canada Social Studies Curriculum Guide KindergartenGrade 2 (draft) (June 2004)
Discovery Links Social Studies Resource
Big Books (It's About Me...It's About You, Where I Come From,
and Near and Far)
Little Books (set of nine titles)
Photo Cards (set of 12)
Posters (set of six)
Teachers' resource binder with CD Rom
Recommended
Time Allotments
All subject areas make an important contribution to literacy and
numeracy in the primary grades. While 40% of instructional time
in the kindergarten school year is identified for language arts and
30% for mathematics and science, at least 5% of the time
allotment for language arts as well as 5% of the time allotment for
mathematics would be achieved while teaching the other subject
areas. In other words, teachers also teach language arts and
mathematics outcomes during the 40% of instructional time
allocated to social studies, religious education, health, art, music,
and physical education.
In the types of cross-curricular approaches followed in
kindergarten classrooms, language arts and mathematics outcomes
are often integrated into the teaching of other subject areas.
Similarly, outcomes of various subject areas are frequently
integrated into the teaching of language arts and mathematics.
15
KINDERGARTEN
Organizational and instructional strategies employed by
kindergarten teachers (e.g., integrated learning experiences,
learning centres, blocked-time approach to scheduling) make it
difficult to determine exact percentages of time spent on the
various curriculum areas. Thus, the time allotments
recommended above should be viewed as approximations.
Multi-age Classrooms
16
Time allotments for multi-age classrooms are the same as those
recommended for single-grade classrooms. Organizational and
instructional strategies, which are helpful in multi-age classrooms,
include interdisciplinary learning, use of learning centres, peer
tutoring, and block scheduling.
PRIMARY
Primary Program
17
PRIMARY
18
PRIMARY
Primary
In Newfoundland and Labrador, children in Grades 1, 2, and 3
are enroled in the Province’s primary schools. The primary school
curriculum is designed to develop fundamental knowledge, skills,
and values. The curriculum is a differentiated one with prescribed
content and core outcomes in: English language arts,
mathematics, science, social studies, French, music, art, physical
education, health, and religious education.
The focus of the primary school is on the growth and development
of the learner (intellectually, socially, emotionally, spiritually, and
physically). The overall method of instruction is activity-inquiry,
a hands-on, minds-on approach to learning that helps children
meet each learning situation in such a way that it will have
meaning for them. Making connections and developing abilities
across subject areas is one way of enhancing children’s
understanding of concepts, values, and skills. However, there is an
expectation that student achievement at the primary level will
result from a combination of discrete and connected teaching/
learning experiences.
The primary school is a learning environment sensitive to each
child’s needs and developmental level. It recognizes that each
child is a worthwhile individual with potential for growth and
development. In the primary school, parents and educators are
partners in the child’s education.
Art
Artistic process, analysis, reflection, exploration, and the
production of various forms of art comprise the allocated
instructional time. The language and concepts of the fundamental
elements and principles of design are the integral aspects of the
primary Art curriculum. Students explore the design elements of
line, shape, form, space, colour, texture, and value and the
principles of rhythm, movement, pattern, repetition, contrast,
balance, emphasis, and unity. Students investigate the vital
creative process and assess their artistic products and those of
others.
The Art curriculum reflects the interests of the primary learner
and topics that are pertinent to their needs. The new learning
resources offer a variety of children’s and professional artists’ art
making experiences and reflections that are organized around
universal themes relevant to students’ daily lives. Students are
presented with many opportunities to respond to art in a variety
of contexts through exploration of the cultural heritage and
identities of Newfoundland and Labrador, Canada, and the world.
19
PRIMARY
Primary Art outcomes are organized around the following strands:
• Creating and Producing (Making)
• Cultural and Historical (Looking)
• Critical and Responsive (Reflecting)
Authorized Learning
Resources
A Curriculum Guide from Primary Art: Interim Edition, 2007
Art: A Curriculum and Teaching Guide for the Primary and
Elementary Grades
Grade 1
Explorations
Explorations
Explorations
Explorations
in
in
in
in
Art:
Art:
Art:
Art:
Teacher Guide, 2008
Student Text, 2008
Large Art Reproductions, 2008
Big Art Book, 2008
Grade 2
Explorations in Art: Student Text, 2008
Explorations in Art: Large Art Reproductions, 2008
Explorations in Art: Big Art Book, 2008
Art in Action, 2 teacher manual [out of print], 1987
Art in Action, 2 student text, 1987
Grade 3
Explorations in Art: Student Text, 2008
Explorations in Art: Large Art Reproductions, 2008
Art in Action, 3 teacher manual [out of print], 1987
Core French
20
The recognized starting point for Core French is Grade 4;
however, schools may offer Core French from Grade 1 to Grade 3.
The Department of Education will support school-initiated
primary Core French programs that meet specific criteria. These
criteria have been adopted to encourage schools and school
districts to implement well-articulated French programs. School
districts seeking departmental support for primary Core French
should submit proposals to the Core French Program
Development Specialist at the Department of Education.
Proposals should be received by January 31 to allow processing for
the new school year.
PRIMARY
Proposals will be evaluated in accordance with the following
criteria:
Personnel - Teachers should have the following qualifications and
experience or their equivalent:
• Education - a degree with specialization in primary or
elementary education.
• Proficiency in French - eight semester courses in French and a
recognized six-week course at a francophone institution.
• Teaching French as a Second Language - one course in the
theory and methods of the primary or elementary grades.
• Teaching Experience - two years minimum, preferably in the
primary grades.
Purpose - Schools should implement primary Core French with
the intention of preparing students for more intensive French
programs, such as Intensive Core French, Expanded Core French,
or Late French Immersion.
Articulation - Schools should plan an instructional sequence for
Grades 1-6 that provides for the systematic development and use
of language skills and the development of linguistic knowledge.
Scheduling - In Grades 1-3, children should have a daily French
period of at least twenty minutes. The general timetable of each
class should accompany a proposal.
The optional Primary Core French Program promotes listening
comprehension, encourages oral production, fosters positive
attitudes towards learning French, and introduces French culture.
Content is drawn from the children’s world, their knowledge of
themselves and their experience of their immediate surroundings.
Specific topics include clothing, numbers, colours, animals,
seasons, sports, holidays, and birthdays.
The topics are presented directly in French and provide the
context for practise of the language. The program includes a
variety of activities, ranging from those primarily linguistic
(comprehension, pronunciation, and repetition) to those involving
reinforcement and use of French (singing, games, and colouring).
The class should progress from a teacher-directed presentation of
new content to student-centred practice and use.
English Language
Arts
The Primary English Language Arts curriculum specifies that
language is the principal means through which we formulate
thought and the medium through which we communicate
21
PRIMARY
thought with others. Thus, language in use underlies the
processes of thinking involved in listening, speaking, reading,
viewing, writing and other ways of representing. The curriculum
recommends that English Language Arts be taught in an
integrated manner so that primary children will become aware of
the interrelationship that exists between and among the language
processes. This integrated approach should be based on students’
prior experiences with language and on meaningful activities
involving speaking, listening, reading, viewing, writing, and other
ways of representing.
The Primary English Language Arts curriculum places emphasis
on the primary child as a learner in reading, writing, speaking,
listening, viewing and other ways of representing meaning.
Through an outcomes-oriented approach, the curriculum provides
support for teachers in planning for focused instructional and
assessment strategies that meet the needs of primary children.
Inherent in the curriculum is the recognition that development in
reading, viewing, speaking, listening, writing and other ways of
representing is a continuous process and children need to be
supported along that continuum.
There is an emphasis on oral language in the Primary English
Language Arts curriculum, where the primary child’s speaking and
listening development becomes a primary focus of instruction, and
oral language becomes the cornerstone of successful experiences
with reading and writing. It is accepted that primary children
will be at different stages along a continuum in speaking and
listening as they would be in reading and writing. Support is
provided for the child’s oral language development in the context
of the total language arts curriculum.
Development in reading and viewing as active processes of
constructing meaning from a range of texts (including print, film,
television) involves the constant interaction between the reader/
viewer and the text. As readers and viewers interact with text, they
use the strategies of sampling, predicting, confirming and self
correcting. This complex process requires the integration and coordination of four cueing systems or sources of information:
pragmatic, semantic, syntactic and graphophonic. It is necessary
to support the expansion of children’s experiences through
extending the classroom environment beyond the walls of the
classroom and through using quality children’s literature.
In the Primary English Language Arts curriculum children use
writing and other ways of representing meaning: to explore,
construct, and convey meaning; to clarify and reflect on their
thoughts; and to use their imaginations. To become skilled in
22
PRIMARY
these processes, children need frequent opportunities to use
writing and other ways of representing for various purposes and
audiences. Development in these processes is supported along a
continuum where the child’s level of achievement becomes the
starting point for moving forward.
Authorized Learning
Resources
Grades 1, 2, and 3
English Language Arts Primary: A Curriculum Guide (1999)
Spelling in Context: Directions for Teaching and Learning (A
Guide for Primary Teachers)
Reading and Writing Difficulties: An Educator’s Handbook
Spelling: Sharing the Secrets (teacher’s resource)
Invitations (teacher’s resource)
Video (Part I - Spell It Out: The Place of Spelling in the Writing
Process and Part II - Spell it Out: The Place of Spelling in the
Primary Classroom) - one copy per school
Selecting Children's Literature: An Annotated Bibliography (2001)
Atlantic Canada Reading Assessment Resource
Grade 1
Spelling Resources
• Word Sense, Level A
• Word Games, Level A
Nelson Language Arts
• Student Book - Swing In (Level B)
• Student Book - Slide In (Level C)
• Student Book - Zoom In (Level D)
• Student Book - Dive In (Level E)
• Big Book - Join In
• Chapter Book - Two Silly Trolls (Level B)
• Chapter Book - Give Maggie a Chance (Level C)
• Little Book Pack (Level B)
• Little Book Pack (Level C)
• Little Book Pack (Level D)
• Little Book Pack (Level E)
• Write One (teacher's resource)
• Audio CD Package
• Atlantic Teacher's Guide Swing In and Slide In
• Atlantic Teacher's Guide Zoom In and Dive In
• Early Success (level 1) - 1 kit per primary school as
follows (based on student enrolment):
- 1 teacher's guide
- 3-7 sets of story summaries
- 3-7 sets of 30 books (1 of each title)
- 3-7 sets of cards and letter trays
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PRIMARY
A collection of children's literature (one set per class)
• Dick Gackenbach, Mighty Tree, ISBN #152010130
• Lois Ehlert, Red Leaf, Yellow Leaf, ISBN #152661972
• Michael Cutting, The Little Crooked Christmas Tree,
ISBN #590736531
• Margery Cuyler, The Biggest, Best Snowman, ISBN
#590139223
• Greg McEvoy, Alfie's Long Winter, ISBN #773729100
• Phoebe Gilman, The Balloon Tree, ISBN #590243136
• Isle Plume, The Shoemaker and the Elves, ISBN
#152740503
• Betsy Everitt, Frieda the Wonder Cat, ISBN #152295410
• Simms Taback, There Was an Old Lady Who Swallowed a
Fly, ISBN #670869392
• Mem Fox, Koala Lou, ISBN #152000763
• Janet Perlman, The Emperor Penguin's New Clothes, ISBN
#590243241
• Robert McCloskey, Blueberries for Sal, ISBN #14050169X
• Kevin Henkes, Chester's Way, ISBN #688154727
• Maurice Sendak, Chicken Soup with Rice, ISBN
#6443253X
• Beverly & David Fiday, Time to Go, ISBN #152006087
• Nancy Tafuri, I Love You Little One, ISBN #590920881
• Iona Opie, My Very First Mother Goose, ISBN
#1564026205
• James Howe, I Wish I Were a Butterfly, ISBN
#152380132
• Mem Fox, Wombat Divine, ISBN #152020969
• Denise Fleming, Time to Sleep, ISBN #805037624
• Judy Hindley, A Song of Colors, ISBN #763603201
• Jane Yolen, The Three Bears Rhyme Book, ISBN
#152015647
• Marilyn Kaye, The Real Tooth Fairy, ISBN #152001204
• Rosanne Litzinger, The Old Woman and Her Pig, ISBN
#15201590X
Grade 2
Spelling Resources
• Word Sense, Level B
• Word Games, Level B
• Student Book - Step Out (Level F), Atlantic Teacher's
Guide - Step Out
• Student Book - Reach Out (Level G), Atlantic Teacher's
Guide - Reach Out
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PRIMARY
• Student Book - Leap Out (Level H), Atlantic Teacher's
•
•
•
•
•
•
•
•
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A
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•
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•
Guide - Leap Out
Chapter Book - Ask Einstein (Level 2A)
Chapter Book - Beating the Drought (Level 2B)
Chapter Book - Duck Crossing (Level 2C)
Chapter Book - Rainbows All Around (Level 2D)
Chapter Book - When the Truck Got Stuck (Level 2E)
Chapter Book - Never Hitch a Ride with a Martian (Level
2F)
Chapter Book Teacher's Guide
Little Book Pack (Levels F, G - 21 titles, 1 copy each)
Write Away
Audio CD Package
Early Success (Level 2) - 1 kit per primary school as
follows:
- 1 teacher's guide
- 3 sets of story summaries
- 3 sets of 30 books (1 of each title)
- 3 sets of cards and letter trays
collection of children's literature (one set per class)
Sally Fitz-Gibbon, The Patchwork House, ISBN
#139489932
Patricia Polacco, In Enzo's Splendid Gardens, ISBN
#399231072
Gail Gibbons, Cats, ISBN #823414108
Patricia Polacco, Thank You, Mr. Falker, ISBN
#399231668
Charlotte Huck, Princess Furball, ISBN #688131077
Julius Lester, John Henry, ISBN #803716060
Celia Godkin, Ladybug Garden, ISBN #155041092X
Joanne Oppenheim, Have You Seen Bugs?, ISBN
#59012796X
Odds Bodkin, The Crane Wife, ISBN #152014071
Judy Sierra, Antarctic Antics, ISBN #152010068
Henry Cole, Jack's Garden, ISBN #68815283X
Jack Prelutsky, Read-Aloud Rhymes for the Very Young,
ISBN #394872185
Michael Rosen, Poems for the Very Young, ISBN
#1856979083
Heather Forest, The Woman Who Flummoxed the Fairies,
ISBN #152012753
Barbara Smucker, Selina and the Bear Paw Quilt, ISBN
#773758372
Diane Stanley, Rumplestiltskin's Daughter, ISBN
#68814327X
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PRIMARY
• Sheree Fitch, There's A Mouse in My House, ISBN
#385257066
• Patricia Polacco, I Can Hear the Sun, ISBN #69811857X
• Susan Wojciechowski, The Christmas Miracle of Jonathon
Toomey, ISBN #1564023206
• Patricia Maclachlan, All the Places to Love, ISBN
#64435636
Grade 3
Spelling Resources
• Word Sense, Level C
• Word Games, Level C
• Student books (Keepsakes and Treasures, Hand in Hand - one
per student)
• 2 Atlantic Teacher Guides (one for Keepsakes and Treasures
and one for Hand in hand - one set per teacher)
• 6 chapter books (The Dragon Slayer, The Bad Dad List, Hang
in There Oscar Martin, Canoe Diary, A Close Call, Pirate Pie supplied at a rate of 5%)
• Chapter Books Teacher Guide (one per teacher)
• Supplementary reading (one per class)
• Write Away (supplied at a rate of 10%)
• Audio package, CD format (one per teacher)
Soar to Success (intervention materials, one kit per school)
A collection of children's literature (one set per class)
• Jack Prelutsky, The 20th Century Children's Poetry Treasury,
ISBN #0679893148
• Ian Wallace, Boy of the Deeps, ISBN #0888993560
• Jean Craighhead George, Look to the North - A Wolf Pup
Diary, ISBN #0064435105
• Marianna Mayer, Iron John, ISBN #0688115543
• Margaret Laurence, The Olden Days Coat, ISBN
#088776455X
• William Kaplan, One More Border, ISBN #088993323
• Jo Ellen Bogart, Jeremiah Learns to Read, ISBN
#0590515276
• Celia Barker Lottridge, Music for the Tsar of the Sea, ISBN
#0888993285
• Heather Walter & Eric West, Wind Over Dark Tickle (text
plus CD), ISBN #1550811320
• Kevin Major, The House of Wooden Santas, ISBN
#0889951667
• Marianna Mayer, The Prince and the Pauper, ISBN
#0803720998
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PRIMARY
• Ian Wallace, Hansel and Gretel, ISBN #0888992122
• Gordon A. Francis, Jonathon Dreamed of Dragons, ISBN
#0968500412
• Ann Keay Beneduce, Jack and the Beanstalk, ISBN
#0399231188
• Patricia Polacco, Aunt Chip and the Great Triple Creek Dam
Affair, ISBN #0399229434
• Julie Lawson, Midnight in the Mountains, ISBN
#1551431130
Health
At the primary level, the Health curriculum takes a comprehensive
approach to fostering and promoting the well-being of young
children by making linkages with classroom instruction, healthrelated services, and a school environment that promotes and is
conducive to healthy living. Comprehensive school health, a form
of health which has connections with all other areas of the primary
curriculum, fosters the creation of environments that provide
opportunities for all young children to make healthy choices and
enhance their own health and the health of their communities.
The curriculum is organized around the following components:
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•
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•
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•
•
Authorized Learning
Resources
Mental Health
Physical Growth and Development
Self Care
Active Living
Drug Education
Environmental Health
Relationships
Nutrition
Dental Health
Injury Prevention and Safety
Consumer Health
Towards a Comprehensive School Health Program: A Primary
Health Curriculum Guide
Grade 1
Teacher's Resource Guide
Big Books
• Super Who? (out of print)
• Super Healthy
• Super Fit, Super Fed (out of print)
• Super Safety
• Head to Toe Video Series
27
PRIMARY
Grade 2
Big Books
• Signs and Sounds and Safety
• Body Talk
• The Special Book
• Taking Care of Your World (out of print)
• Head to Toe Video Series
Grade 3
Healthy You, Healthy Me (1 per teacher)
Just for Me Video Series
Mathematics
At the primary level, the mathematics curriculum helps children
mature mentally in the context of meaningful learning experiences
that promotes active exploration of a variety of mathematical ideas
designed to retain enjoyment and curiosity about mathematics.
Authorized Learning
Resources
Mathematics Foundation Document
Mathematics Grades 1, 2, 3 - A Curriculum Guide (2000)
(applicable at grades 2 and 3 only)
Teaching Student-Centered Mathematics - Grades K-3 by John A.
Van de Walle
Grade 1
Mathematical activities in grade 1 should provide children with
opportunities to:
•
•
•
•
demonstrate fluency with mental mathematics and estimation
develop and apply new mathematical knowledge through
problem solving
develop mathematical reasoning
develop visualization skills to assist in processing information,
Grade 1 mathematics is organized into three strands:
• number
• patterns and relations
• shape and space
28
PRIMARY
Authorized Learning
Resources
Grade 1 Mathematics Curriculum Guide (Interim Edition)
Math Makes Sense Grade 1
• Big Math Book Package (print and e-book)
• Teacher Guide (with CD-ROM)
• Student Edition (Color Consumable)
• Audio CD
Early level Little Books (24 titles)
Early level Lap Books (6 titles)
Early level Teacher Guide
• two-colour counters (200)
• overhead two-colour counters (50)
• large geometric solids (6 piece set)
• stacking cubes (200)
• attribute blocks (1 set)
• dominoes (6 color coded sets)
• hundred number board
Kit of Manipulatives (previously authorized and distributed)
• double-sided counters (2 sets of 200)
• attribute blocks (2 sets of 60)
• patterns blocks (1 set of 250)
• linking 2 cm cubes (1 set of 200)
• tangrams (4 sets)
• dice (5 sets of 2)
• graphing mat
1000 Multilink Cubes and one set of Spatial Awareness cards
per teacher (previously supplied)
1000 wooden Pattern Blocks per teacher (previously supplied)
Problem-Solving Experiences in Mathematics - Grade 1 (teacher
reference, previously supplied)
Grade 2
Quest 2000
• teacher's guide and journal
• teacher support package
• extra practice and testing
• problem of the week (transparencies)
• student book
• practice and homework book
• Developing Number Strategies book
Kit of Manipulatives
• base ten blocks (1 set)
• 3-D wooden models (1 set)
• overhead fraction pieces (1 set)
29
PRIMARY
•
•
•
•
•
Canadian money (1 set)
plastic counters (double sided, 250)
plastic dice (10 per set)
overhead calculator
miras (5)
1000 Multilink Cubes and one set of Spatial Awareness cards
per teacher (previously supplied)
A set of Base Ten Blocks (300 units, 225 rods, 50 flats) per
teacher (previously supplied)
reference) (out of print)
The following materials are shared by Grades 1 and 2:
500 Verti Blocks and set “A” Verti Block Cards per stream
Grade 3
Quest 2000 (with teacher’s manual)
• teacher's guide and journal
• teacher's support package
• extra practice and testing master
• problem of the week (transparencies)
• student book
• practice and homework book
• developing number strategies book
• solutions manual
Kit of Manipulatives
• base ten blocks (1 cube, 10 flats, 50 rods, 200 units, and
1 combo mat) (1 set)
• decimetre or thousand cubes (1 set)
• overhead fraction pieces (1 set)
• geoboards (set of 5)
• spinners overhead (set of 5)
• measuring tapes (1 set of 10)
• geoboard stamp (1)
• litre box (1)
• power polygons (1 set)
• Canadian coin set - bilingual (1 set)
• Canadian bill set (1 set)
A set of Base Ten Blocks (300 units, 225 rods, 30 flats, 5
cubes) per teacher
1000 Wooden Pattern Blocks per teacher
180 Attribute Blocks per teacher
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PRIMARY
The following materials are shared by Grades 1, 2, and
3:
25 Wooden Geoboards and two boxes of coloured rubber bands
per stream (previously supplied)
72 wooden geometric solids (spheres, cylinders, cones, prisms,
cubes, and pyramids) per stream (previously supplied)
Music
Classroom music in the primary/elementary school provides
experiences which are meaningful and enjoyable to the child and
which develop a greater love for, understanding of and sensitivity
to music. The program is learner-based and flexible, matching the
teaching process to the child’s natural learning process. The music
program sequences the discovery of musical concepts and musical
skills. Rhythm and metre, melody/pitch, harmony, form,
expression(dynamics, tempo, articulation, tone colours, notations)
are explored through direct engagement and involvement in such
authentic musical experiences as:
Performing - singing, playing, speaking, moving, conducting,
reading, writing, constructing/diagraming
Listening – aurally identifying, responding, discussing, analyzing,
reflecting, describing
Creating – creating, improvising, composing, interpreting
Students may be engaged in all three simultaneously.
The curriculum approaches the realization of learning outcomes in
a holistic way and puts an emphasis on:
• the creativity of the child; children are encouraged to invent
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•
•
•
•
•
their own ways of moving, accompaniments, speech and
rhythm patterns, melodies, interpretations, dramatizations, and
ways of notating
singing as the foundation of the K-6 program
the playing of pitched and non-pitched classroom instruments
movement experiences as an integral part of the program
engagement in musical experiences before the introduction of
musical symbols (sound before symbol)
the development of musical literacy
varied musical experiences reflecting their own and other time
periods, places, and communities
reflection and response as an integral part of the process of
creating and performing
31
PRIMARY
Authorized Learning
Resources
Physical
Education
An Orff Mosaic From Canada
The Kodály Method I
Roots and Branches
Composing with Boomwhackers
Name Games
Sound Ideas
Creative Dance Volume II: Contrast and Continuum (CD)
Rhythm Flashcards
Melody Flashcards
Chart Songs 1
Chart Songs 2
Musicplay Student Books Grade 3
Songs to Read, Write, Sing, and Play
The Listening Resource Kit Level 1
Video: Carnival of the Animals
Music Makers DVD (Tune Buddies - Strings, Woodwinds,
Percussion, Brass, Keyboards, Getting to Know the Instruments)
Reproducibles
The Reading Collection
Songs of Newfoundland and Labrador (piano accompaniments,
vocal sheets, midi files)
Physical Education in the primary grades is activity based and
designed to provide a variety of movement experiences that
contribute to motor skill development and focus on active healthy
lifestyles. The development of fundamental Motor skills and
movements is the foundation for activities.
Specific Curriculum Outcomes and Movement Categories
Primary Physical Education specific curriculum outcomes address
the three dimensions of Movement - Psychomotor (Moving and
Doing), Cognitive (Understanding and Applying) and Affective
(Cooperation and Responsibility)
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PRIMARY
Students will:
• learn and develop fundamental movement skills and movement
concepts that have broad application to a variety of games,
activities and movements.
• engage in movement experiences that address all three
dimensions of movement:
- Moving and Doing physical education experiences
contribute to development of physical fitness, physical skills
necessary for an active lifestyle, and appreciation for the
intrinsic value of an active lifestyle.
- Understanding and Applying physical education experiences
gives students understanding of movement and its place in
their personal quest for wellness through an active life style.
- Cooperation and Responsibility physical education
experiences gives students opportunities to understand the
social and environmental context in which they live, to
develop personal strategies to live in harmony within that
context, and to appropriately work toward changes where
there is a need.
Highlights
• This curriculum is based on the need for children to develop
personal wellness through Active Living and to develop and
understand personal movement skills in order to be able to
continue with an active lifestyle throughout life.
• The need to develop personal critical thinking abilities and
apply them to solving movement and societal problems, which
affect opportunities to continue an active lifestyle, are also
addressed.
• To accomplish this, a broad range of movement activities are
employed in nine movement themes. Each theme provides
opportunities for students to participate in movement
activities, experiment with movement techniques, develop
games, rules and strategies, help others, and plan
demonstrations or activities for the benefit of others.
• Students will also reflect on the purpose of Active Living and
evaluate the effectiveness of various activities for their intended
purpose.
Movement Themes in Primary Physical Education
Theme: Games - Space, Directions and Body Awareness
Theme: Games - Locomotor Skills (1-6)
Theme: Games - Non Locomotor Skills (1-6)
Theme: Games - Manipulative Skills: Projecting and Receiving
Small Objects (1-3)
Large Objects (1-3)
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PRIMARY
with Implements (1-3)
Theme: Games - Manipulative Skills: Accompanying Apparatus
(1-6)
Theme: Rhythmic Activities (1-6)
Gymnastics (1-6)
Authorized Learning
Resources
Focus
Physical Education Curriculum Guide: Primary/Elementary
Teaching Responsibility Through Physical Activity
Fitness for Children
Ready to Use Physical Education Activities: Grades K-2
Ready to Use Physical Education Activities: Grades 3-4
Movement With Meaning: Physical Education K-4
Physical Education Methods for Classroom Teachers
Canadian Active Living Fitness Circuits Charts: Elementary School
Religious
Education
The outcomes for Religious Education, Grades 1 and 2, are
concerned with developing self concept and relationships,
reflecting on created order, and broadening understanding of
religious observances and celebration. The Grade 3 Religious
Education curriculum focuses on people who have shown their
faith in action and have demonstrated how their faith has been a
determining influence in their lives. The curriculum is developed
through stories about such individuals.
Authorized Learning
Resources
Grade 1
Religious Education Primary Interim Curriculum Guide
Religious Education and the Primary Child: Teacher’s Guide for
Religious Education
The Beginner’s Bible
A selection of children’s literature to be made available for
classroom use
Grade 2
Religious Education Primary Interim Curriculum Guide
Religious Education and the Primary Child: Teacher’s Guide for
Religious Education
The Beginner’s Bible
A selection of children’s literature to be made available for
classroom use
34
PRIMARY
Grade 3
Religious Education Grade 3 Interim Curriculum Guide (2008)
Many Friends, One World (with teacher’s edition)
Science
Authorized Learning
Resources
The study of science at the primary level involves hands-on,
activity-oriented approach to learning. The curriculum
emphasizes the development of attitudes, skills, and knowledge,
with the knowledge component drawing on topics from the life,
earth, and physical sciences. Teachers should consult the Primary
Science Curriculum Guide (Interim Edition, 2005) for
identification of these topics.
Primary Science Curriculum Guide (Interim Edition, 2005)
Foundation for the Atlantic Canada Science Curriculum (1998)
Assessment Guide for Science Place (2002) (one per grade)
Grade 1
Pan-Canadian Science Place Modules (2002). Student
modules include: It's Alive, Design Team, What's It Like? and
Earth Watch.
Pan-Canadian Science Place Modules (teacher's resource,
2002). Modules include: It's Alive, Design Team, What's It Like?
and Earth Watch.
Grade 2
modules include: Animals Grow; Matter, Matter Everywhere;
Move It! and Air and Water.
2002). Modules include: Animals Grow; Matter, Matter
Everywhere; Move It! and Air and Water.
Grade 3
modules include: Watch It Grow, Build It Up, Invisible Power,
and Down Under.
2002). Modules include: Watch It Grow, Build It Up, Invisible
Power, and Down Under.
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PRIMARY
Social Studies/
Enterprise
Education
The overall goal of the Social Studies and Enterprise Education
curricula is to promote personal growth and to develop the values
and skills essential for effective citizenship. Social Studies and
Enterprise Education for the primary grades are designed around
conceptual organizers.
The conceptual organizer for Grade 1 is "interactions". The
curriculum provides children with an opportunity to explore the
various ways people interact among themselves and with the world
around them. They will consider how interactions have changed
over time, locally, nationally, and globally. During the year, they
will explore interactions through four units: Groups, The
Environment, Place and Time, and Needs and Wants.
The organizing concept for Grade 2 is "change". An
understanding of change contributes to the development of
students as citizens of their community, their country, and the
world. Students will develop an awareness and confidence that
change is very much a part of their lives. They will explore change
as it relates to people, technology, economics, and the
environment.
Grade 3 is organized around the concept of “community”.
Students examine how people in selected communities in the
province and in the nation's capital interact with the physical
environment and one another. They study how communities
satisfy needs, develop, adapt and change over time.
Authorized Learning
Resources
Atlantic Canada Social Studies Curriculum Guide KindergartenGrade 2 (draft) (June 2004)
Pathways to Enterprise: A Teacher Resource, 1996
Discovery Links Social Studies Resource
Grade 1
Big Books (People and Places and In My World)
Little Books (set of 15 titles)
Posters (set of 6)
Teachers' resource
Grade 2
Big Book (Changes, Changes)
Little Books (set of 15 titles)
Posters (set of 6)
Teachers' resource binder with CD Rom
36
PRIMARY
Grade 3
Journey of Discovery: Living in Newfoundland and Labrador
videotapes of:
• Communities
• Fogo
• Corner Brook
• Labrador City
• Lethbridge
• Placentia
• St. John’s/Ottawa
A Journey of Discovery: The Text and Beyond (1989)
Teacher’s Resource Book (1989)
Studying Community in Grade Three: A Teaching Guide (1983)
Recommended
Time Allotments
In the primary grades students achieve the outcomes of the
curriculum through a combination of discrete and integrated
learning experiences. This philosophy is reflected in the
recommended time allotments for the primary grades.
in the primary school year is identified for language arts and 30%
for mathematics and science, at least 5% of the time allotment for
language arts as well as 5% of the time allotment for mathematics
would be achieved while teaching the other subject areas. In other
words, teachers also teach language arts and mathematics
outcomes during the 40% of instructional time allocated to social
studies, religious education, health, art, music, and physical
education.
In the types of cross-curricular approaches followed in primary
classrooms, language arts and mathematics outcomes are often
integrated into the teaching of other subject areas. Similarly,
outcomes of various subject areas are frequently integrated into the
teaching of language arts and mathematics.
Multi-age Classrooms
Time allotments for multi-age classrooms are the same as those
recommended for single-grade classrooms. Organizational and
instructional strategies, which are helpful in multi-grade
classrooms, include integrated teaching and learning experiences,
learning centres, peer tutoring, and block scheduling.
37
PRIMARY
38
ELEMENTARY
Elementary Program
39
ELEMENTARY
40
ELEMENTARY
Elementary
In Newfoundland and Labrador, students in Grades 4, 5, and 6
are enroled in the Province’s elementary schools. The elementary
curriculum is a differentiated curriculum with a prescribed
content. Elementary school children have wide interests, are eager
for information, and enjoy acquiring skills. They need a broad
curriculum. The concepts, values, and skills of the curriculum for
English language arts, enterprise education, mathematics, science,
social studies, music, art, physical education, French, health, and
religious education are within the grasp of most children of nine,
ten, and eleven years of age. It is at this stage, middle childhood,
that children acquire a strong foundation in basic school subjects.
During the elementary years, children begin their initiation into
the world of adult reasoning, concepts, communication, and
symbolism; they start to master tasks requiring purpose and
endeavour.
The elementary school should provide a stimulating and
challenging environment for students. Processes and procedures
that make it possible for new interests to appear and new purposes
to emerge must be used in the classroom. Grouping practices, the
functional management of furniture, independent work activities,
resource-based learning that emphasizes the child as a thinking,
doing, and feeling learner are essential to elementary education.
There is a close correlation between parents’ and teachers’
expectations and students’ self concepts, level of achievement, and
behaviour. Teachers and parents should have high expectations for
elementary school children and provide them with lots of
encouragement and reinforcement.
Art
Art education at the elementary level is intended to be experiential
and open-ended to permit the greatest flexibility to the student.
The curriculum is designed to cultivate a love of art and sensitivity
to the visual environment. It is designed to foster confidence in
expression and develop basic skills in art making techniques and
processes. The relationship between seeing and feeling is
emphasized and an atmosphere in which visual creation is an
everyday mode of expression is promoted.
The elements of design [line, shape, form, colour, texture, space]
and the principles of design [movement, repetition, balance,
contrast, emphasis, unity] are explored as key elements to visual
communication and in articulating a response to imagery.
41
ELEMENTARY
Through the Art curriculum students draw upon personal
experience, physical, social, and cultural environments as the basis
for visual expression. Visual literacy is developed through such
activities as describing, comparing, classifying, matching, and
manipulating. Sensory perception is emphasized through such
activities as listening, touching, tasting, smelling, and moving.
In addition to the creation of art objects, students learn to utilize
images and graphics for identifying, discussing, and sharing
information. The curriculum also has a strong verbal component
through which students acquire art vocabulary, reinforce their
visual perception, express their reactions to art and their
environment, and exchange, modify, and develop ideas.
The elementary Art curriculum is structured around the following
organizers:
•
•
•
•
•
Authorized Learning
Resources
Artistic Process
Visual Communication
Cultural Role
Personal Growth
Perception and Response
Elementary Grades
Grade 4
Art in Action, 4 teacher’s edition (out of print), 1987
Grade 5
Grade 6
Core French
42
Most students begin their second language learning in Core
French in Grade 4. The Core French Program (Grade 4 - French
3200) is defined by outcomes at the end of each level: elementary,
intermediate, and senior high. The skills and the content of each
level provide the essential preparation for successful experiences at
higher levels. The program primarily emphasizes the development
of language skills and the understanding and use of vocabulary
ELEMENTARY
and language patterns in context. The Program also encourages
the development of positive attitudes towards francophones. In
Grades 4-6 language experiences are organized around familiar
themes and are presented in French; direct comprehension of the
language is a primary consideration. While approximately 80% of
class time is devoted to aural-oral practice and use of French,
students are provided with opportunities to read and write their
new language.
Authorized Learning
Resources
Elementary Core French Grades 4, 5, and 6: A Curriculum Guide
(2002)
Carte de Terre-Neuve et du Labrador
• map
• teacher's resource book
Grade 4
Acti-Vie 1 (1997)
• program guide, Acti-Vie 1-3 (one per school)
Acti-Vie 1 has five themes - Découvrons notre école!*, Bonne
fête à tous!, Logos-animaux, Souvenirs de ma famille, and
Bonne collation, bonne nutrition*. Each theme consists of:
• student book
• student workbook
• teacher resource book
• strategy board and language board
• compact disks
* theme has an accompanying video
Grade 5
Acti-Vie 2 (1998-99)
Acti-Vie 2 has five themes - Vive l'amitié!, Bienvenue chez
nous!*, Voici ma collection!*, Au café, and Tous de
championis! Each theme consists of:
• student book
• compact disks
43
ELEMENTARY
Grade 6
Acti-Vie 3
Acti-Vie 3 has five themes - L'environment et moi, Fêtons
l'hiver!*, Soyons branchés!, Voyageons dans le temps...*, and
Explorons l'univers!*. Each theme consists of:
• student book
• compact disks
Intensive Core
French
The Department of Education supports the implementation of
Intensive Core French in Grade 6, in accordance with the following
policy:
• District plans must meet specific criteria and be received by the
Department of Education by January 31 to be considered for
implementation in the following school year.
• Proposals for the implementation of Intensive Core French are
assessed with respect to the following criteria:
- Planning: School districts plan the implementation of
Intensive Core French in schools with well-established,
successful Core French curricula that adhere to provincial
allocations for instructional time in Core French.
- Enhancement of Core French: Schools implement Intensive
Core French to enhance their French second language
program. Its implementation requires the allocation of
additional resources to ensure the overall quality of the
existing Core French curriculum and the success of the
Intensive Core French option.
- Organization of Intensive Core French: The Grade 6
schedule is modified to allocate a minimum of 60% of the
instructional day during half of the school year to Intensive
Core French. This is scheduled as an uninterrupted block of
time in the school day. During the other half of the
school year, Core French is included in the schedule and
allocated the instructional time set out in this Program of
Studies.
- Staffing: Personnel are allocated to the Intensive Core French
program to ensure maximum continuity in the intensive
instructional block and maximum continuity and
complementarity between the intensive block and the rest of
the prescribed Grade 6 curriculum. Teachers assigned to
Intensive Core French speak and write French with
44
ELEMENTARY
-
-
-
-
-
-
confidence and accuracy and are selected on the basis of their
training and experience with respect to the requirements of
the Intensive Core French option.
Prescribed Grade 6 Curriculum: Students in the Intensive
Core French option must achieve the outcomes of the Grade
6 curriculum, as set out in this Program of Studies. Schools
modify the instructional time for other prescribed Grade 6
curriculum areas to allocate 60% of the instructional day to
Intensive Core French. This is done by scheduling selected
curriculum areas during the other half of the school year
only, and may entail less instructional time for particular
areas. Curriculum areas compacted into half of the school
year are chosen carefully on the basis of common (shared) or
complementary outcomes to those in Intensive Core French.
System-Wide Articulation: Students completing the Grade 6
Intensive Core French option make important gains in
French language knowledge and skills as compared to the
overall Grade 6 Core French cohort. Schools must commit
to a long-range strategy in Grades 7-12 for these students to
ensure they have opportunities to build on their French
knowledge and skills in a challenging, appropriate French
program.
Student Inclusion: Intensive Core French offers Grade 6
students the opportunity to have an enhanced Core French
experience in elementary school and beyond. Participation
in the research phase of Intensive Core French indicated
that it is an option for the broad range of learners.
Professional Development: Participating schools and districts
plan a professional development program to facilitate the
implementation of an Intensive Core French curriculum.
This includes the allocation of resources to ensure teachers
participate in professional development sessions prior to
assuming responsibility for teaching an Intensive Core
French curriculum.
Communications: Participating schools in a school system
and districts establish a schools/community partnership with
respect to the implementation of the Intensive Core French
option. All members of a school staff need to know the
purpose and benefits of Intensive Core French as do parents
and the larger community. Community support is very
important in contributing directly to the quality of the
Intensive Core French curriculum and ensuring its overall
success.
Financial Considerations: Participating schools and districts
commit resources to the implementation of Intensive Core
French. Proposals obtaining approval in accordance with
the criteria above are eligible for additional funding, subject
to budgetary approval.
45
ELEMENTARY
English Language
Arts
At the elementary level, the English Language Arts curriculum
continues the philosophy and methodologies of the primary
school English Language Arts. As such, the curriculum helps
students increase their power over the language processes of
reading, viewing, speaking, listening, writing and other ways of
representing meaning. As they use and produce language,
students are provided with the knowledge, experience, and
pleasure that control of language makes possible. The curriculum
also fosters students’ understanding of self and others and their
appreciation of the crucial role of linguistic clarity in that
understanding.
English Language Arts, Grades 4-6, incorporates the use of
students’ own experiences and oral language to produce print; the
use of literature and a wide variety of trade books with appeal to
students’ interest, needs and abilities; and the use of the
authorized learning resources. All of these resources are used for
instructional purposes to emphasize the how of speaking,
listening, reading, viewing, writing and other ways of representing
meaning.
Students should be given many listening and speaking experiences
which are not only intrinsically valuable, but which are an
important requisite for writing and reading, and for learning in all
subject areas. The curriculum provides for a balance of
transactional, expressive and poetic writing. Students should write
frequently during the language arts period and across subject
areas, giving consideration to the form, purpose, and tone of the
messages they wish to communicate. Instruction in sentence
structure, spelling, handwriting, punctuation, and capitalization is
provided within the context of students’ language experiences.
Literature and a variety of information, visual and media texts, are
used as tools for ensuring that students become lifelong readers
and viewers, not just people who can read and view. Experiences
with literature are, in addition to developing their knowledge and
strategies, designed to expand their imagination and mature their
emotions. Many grouping patterns - partnerships, small groups,
whole class - should be used. Student journals, writing files, and
reading and viewing progress files should be maintained. An
assessment component that provides for ongoing monitoring of
students’ language development is a critical part of the program.
Authorized Learning
Resources
46
(Grades 4, 5, and 6)
English Language Arts Curriculum Guide, Grades 4-6 (1998)
Spelling Handbook for Teachers (one per teacher)
ELEMENTARY
Spelling Video, Part I: Spell it Out: The Place of Spelling in the
Writing Process, Part II: Spelling: Strategies for Teachers and
Students (one copy per school)
Spelling: Sharing the Secrets (teacher’s resource, one per teacher)
Invitations (teacher’s resource, one per three teachers)
Selecting Children's Literature: An Annotated Bibliography (1999)
Write Traits (one kit per class)
Grade 4
Collections, Grade 4
• Program Information Booklet (teacher’s resource, one per
teacher)
• Teaching with Novels, Books, and Poetry (teacher’s resource,
one per teacher)
• Learning Strategy Cards (teacher’s resource, one set per
teacher)
• Assessment Handbook (teacher’s resource, one per teacher)
• Audio Package (one set of five CDs per teacher)
• Within My Circle (one copy per student, one teacher’s
guide per teacher)
• Tales: Tall, True, Old, and New (one copy per student, one
teacher’s guide per teacher)
• Fur, Feathers, Scales, and Skins (one copy per student, one
teacher’s guide per teacher)
• And the Message Is... (one copy per student, one teacher’s
guide per teacher)
• Building Community (teacher's resource, one per teacher)
• Collections 4 Booster Book (one copy per teacher)
Word Sense, Level D (one per teacher)
Novels
• Cassandra’s Driftwood (pack of five for each teacher)
• The Canada Geese Quilt (pack of five for each teacher)
• Lost and Found (pack of five for each teacher)
• Mieko and the Fifth Treasure (pack of five for each
teacher)
• Pelly (pack of five for each teacher)
• Charlotte's Web (pack of five for each teacher)
• Stone Fox (pack of five for each teacher)
• The Year of the Fire (pack of five for each teacher)
• Poppy (one copy per teacher)
• Sarah, Plain and Tall (one copy per teacher)
• The Half-A-Moon Inn (one copy per teacher)
Other Genre Books: (one copy per teacher)
• Gaddy’s Story
• Dragon in the Rocks
47
ELEMENTARY
•
•
•
•
•
•
•
•
The Missing Sun
Waiting for the Whales
If You Could Wear My Sneakers
Courage in the Storm
Dust Bowl
Wind in My Pocket
How We Saw the World
A Call for Help
Grade 5
• Program Information Booklet (with teacher's resource, one
per teacher)
• Teaching with Novels, Books, and Poetry (teacher's resource,
one per teacher)
• Learning Strategy Cards (teacher's resource, one set per
teacher)
• Assessment Handbook (teacher's resource, one per teacher)
• Together is Better (one copy per student, one teacher's
guide per teacher)
• Tales: Clever, Foolish, and Brave (one copy per student, one
teacher's guide per teacher)
• Weather, Wings, and Kite Strings (one copy per student,
one teacher's guide per teacher)
• On With the Show! (one copy per student, one teacher's
guide per teacher)
• Exploring Heritage (teacher's resource, one per teacher)
Word Sense, Level E (one per teacher)
Novels:
• Number the Stars (pack of five)
• Morris Rumpel and the Wings of Icarus (pack of five)
• Fog Magic (pack of five)
• How Come the Best Clues are Always in the Garbage
(pack of five)
• Ticket to Curlew (pack of five)
• Shiloh (pack of five)
• Mick Harte was Here (pack of five)
• Flight of the Dragon Kyn (pack of five)
• Where Have You Been, Billy Boy? (one copy per teacher)
• The Belonging Place (one copy per teacher )
• Words of Stone (one copy per teacher)
• Lily’s Crossing (one copy per teacher)
• Wringer (one copy per teacher)
48
ELEMENTARY
Other Genre Books (one copy per teacher)
• Superstars on Ice: Figure Skating Champions
• The Hundred-Penny Box
• Kites
• Baseball, Snakes, and Summer Squash: Poems About
Growing Up
• A River Ran Wild
• Project Puffin: How We Brought Puffins Back to Egg Rock
• A Drop of Water: A Book of Science and Wonder
• Beauty of the Beast: Poems of the Animal Kingdom
Grade 6
• Program Information Booklet (with teacher's resource, one
per teacher)
• Teaching with Novels, Books, and Poetry (teacher's resource,
one per teacher)
• Learning Strategy Cards (teacher's resource, one set per
teacher)
• Assessment Handbook (teacher's resource, one per teacher)
• Looking for Answers (one copy per student, one teacher's
guide per teacher)
• Tales: Heroes, Deeds, and Wonders (teacher's resource, one per
teacher)
• Space, Stars, and Quasars (one copy per student, one
teacher's guide per teacher)
• Off the Page (one copy per student, one teacher's guide
per teacher)
• Discovering Links (one copy per student, one teacher's
guide per teacher)
Word Sense, Level F (one per teacher)
Authorized Novels (Grade 6)
• Tuck Everlasting (pack of five)
• Out of the Dark (pack of five)
• Space Trap (pack of five)
• Wings to Fly (pack of five)
• Journey (pack of five)
• Missing May (pack of five)
• Dragon in the Clouds (pack of five)
49
ELEMENTARY
•
•
•
•
•
•
•
•
Bridge to Terebithia (pack of five)
Jip: His Story (one copy per teacher)
The Sky is Falling (one copy per teacher)
Lost in Cyberspace (one copy per teacher)
Jungle Dogs (one copy per teacher)
Holes (one copy per teacher)
Julie (one copy per teacher)
Charlie Wilcox (one copy per teacher)
Other Genre Books (one copy per teacher)
• The Gods and Goddesses of Olympus
• Rose Blanche
• Josepha: a Prairie Boy's Story
• A River Dream
• On the Shuttle: Eight Days in Space
• Exploring the Night Sky: The Equinox Astronomy Guide for
Beginners
• In Flander's Field
Enterprise
Education
The emphasis of Enterprise Education at the elementary level is
on refining personal development skills and enterprise
management skills.
At the elementary level, the focus is on students working in small
groups to initiate, setup and operate a project or mini-venture in
order to gain new knowledge about the economic, business,
environmental, and technological world in which they live.
In addition to being treated as specific activities within the social
studies curriculum, Enterprise Education can be infused into a
number of other subjects including fine arts, mathematics, science
and technology education.
•
•
•
•
•
Authorized Learning
Resources
50
Personal Development
Economic Education
Technological Literacy
Enterprise Management Skills
Community Partnerships
Pathways to Enterprise: A Teacher Resource, 1996
ELEMENTARY
Health
At the elementary level, the Health curriculum takes a
comprehensive approach to fostering and promoting the well
being of young children by making linkages with classroom
instruction, health-related services, and a school environment that
promotes and is conducive to healthy living. Comprehensive
school health, a form of health which has connections with all
other areas of the elementary curriculum, fosters the creation of
environments that provide opportunities for all young children to
make healthy choices and enhance their own health and the health
of their communities.
•
•
•
•
•
•
•
•
•
•
•
Authorized Learning
Resources
Mental Health
Physical Growth and Development
Self Care
Active Living
Drug Education
Environmental Health
Relationships
Nutrition
Dental Health
Injury Prevention and Safety
Consumer Health
Towards a Comprehensive School Health Program: An Elementary
Health Curriculum Guide
Grade 4
Young Canada Health I (student book)
Young Canada Health I (teacher resource)
Just for Me Video Series
Grade 5
Young Canada Health 2 (student book)
Young Canada Health 2 (teacher resource)
Your Choice, Our Chance Video Series
Grade 6
Young Canada Health 3 (student book)
Young Canada Health 3 (teacher resource)
Your Choice, Our Chance Video Series
51
ELEMENTARY
Mathematics
At the elementary level, the mathematics curriculum helps
children mature mentally in the context of meaningful learning
experiences that promotes active exploration of a variety of
mathematical ideas designed to retain enjoyment and curiosity
about mathematics.
Grade 4
opportunities to:
•
•
•
•
demonstrate fluency with mental mathematics and estimation
develop and apply new mathematical knowledge through
problem solving
develop mathematical reasoning
develop visualization skills to assist in processing information,
Grade 4 mathematics is organized into four strands:
•
•
•
•
Authorized Learning
Resources
52
number
patterns and relations
shape and space
statistics
Math Focus 4
• Student Textbook
• Teacher Resource Book
• Blackline Masters
• Workbook Answers
• Solutions Manual
• base ten materials including 200 units, 50 rods, 20 flats,
and 2 decimetre cubes
• overhead base ten materials including 20 units, 10 rods, 1
flat
• overhead fraction circles – 5 sets
• overhead clock faces – 5 clocks
• coloured tiles (400)
• reflect view – red plastic two way mirror (6)
ELEMENTARY
Manipulative Kit (previously authorized and distributed)
• power polygons (one set per kit)
• power solids (one set per kit)
• geostrips (one set per kit)
• 2 cm interlocking cubes [100 per set (assorted colours) - one
set per kit]
• interlocking 1 cm/1 g cubes [200 per set (assorted colours) one set per kit]
• base 10 stamper set (set of four, one set per kit)
• overhead fraction circles (24 pieces, one set per kit)
• overhead calculator (TI-108, one per kit)
• clear linking geoboards (six per kit)
• set of Base Ten Blocks (10 decimetre cubes, 50 flats, 250
rods, 300 units, and 24 double-side “compu-mats”) per
teacher
Developing Number Strategies - Grade 4 (previously authorized
and distributed)
Grades 5, and 6
Projects to Enrich School Mathematics: Level I (out of print)
Get It Together: Math Problems for Groups (out of print)
Grade 5
Math Makes Sense - Grade 5 (Atlantic edition) (with teacher’s
guide)
A set of Fraction Pieces (seven containers, packaged three
student sets per container) per teacher (previously supplied)
Manipulative Kit
• clear-view base ten materials
• coloured tiles
• overhead fraction circles with fraction rings
• 1 cm interlocking cubes
• 2 cm interlocking cubes
• clear geoboards
Developing Number Strategies - Grade 5
53
ELEMENTARY
Grade 6
Math Makes Sense - Grade 6 (Atlantic edition) (with teacher’s
guide)
A set of Decimal Squares (six sets of decimal squares and
playing cards, one set of game mats, one set of decimal square
overheads, and one teacher’s guide) per teacher (previously
supplied)
Everyday Problems in a Bag (out of print)
Manipulative Kit
• clear-view base ten materials - 300 unit cubes, 100 rods, 80
flats, 8 decimetre cubes
• pattern blocks - 250 wooden
• geometric solids
• 2 cm interlocking cubes - 200 per set (assorted colors)
• overhead blank transparent spinners (set of four) plus blank
game spinners (set of 10)
• clear geoboards (minimum of 11 by 11 pin)
• TI-108 overhead calculator
Developing Number Strategies - Grade 6
Music
Classroom music in the primary/elementary school provides
experiences which are meaningful and enjoyable to the child and
which develop a greater love for, understanding of and sensitivity
to music. The curriculum is learner-based and flexible, matching
the teaching process to the child’s natural learning process. The
music curriculum sequences the discovery of musical concepts and
musical skills. Rhythm and metre, melody/pitch, harmony, form,
expression (dynamics, tempo, articulation, tone colours, notations)
are explored through direct engagement and involvement in
suchauthentic musical experiences as:
Performing - singing, playing, speaking, moving, conducting,
reading, writing, constructing/diagraming
Listening – aurally identifying, responding, discussing, analyzing,
reflecting, describing
Creating – creating, improvising, composing, interpreting
Students may be engaged in all three simultaneously.
54
ELEMENTARY
The curriculum approaches the realization of learning outcomes in
a holistic way and puts an emphasis on
• the creativity of the child; children are encouraged to invent
their own ways of moving, accompaniments, speech and
rhythm patterns, melodies, interpretations, dramatizations, and
ways of notating
• singing as the foundation of the K-6 program
• the playing of pitched and non-pitched classroom instruments
• movement experiences as an integral part of the program
• engagement in musical experiences before the introduction of
musical symbols (sound before symbol)
• the development of musical literacy
• varied musical experiences reflecting their own and other time
periods, places, and communities
• reflection and response as an integral part of the process of
creating and performing
Choral experiences, an integral part of the program, are to be
offered along with the classroom program at the elementary level,
but are not to replace allocated time for the core classroom
program. The decision to introduce band and/or string programs
is a district and school prerogative; see Intermediate Music for
further information on instrumental music programs.
Authorized Learning
Resources
An Orff Mosaic From Canada
The Kodály Method 1
Roots and Branches
Composing with Boomwhackers
Name Games
Sound Ideas
Creative Dance, Volume II Contrast and Continuum (CD)
Dance Music for Children-Shenanigans - Level 1 (CD)
Multicultural Folk Dance Treasure Chest - Volumes 1 and 2
(Book, CD, Video)
Rhythm Flashcards
Melody Flashcards
Advanced Melody Flashcards
Note Name Cards
Chart Songs 2
55
ELEMENTARY
Musicplay Student Books Grade 6
The Complete Recorder Resource Kit
The Complete Recorder Resource Kit 2
The Body Rondo Book
World Beat Fun
Let Your Voice Be Heard!
150 Rounds for Singing
Shared Harmony
Grab Another Partner !
Songs of Peace
Mike Brewer’s Warm-Ups!
Songs of Newfoundland and Labrador (piano accompaniments,
vocal sheets, midi files)
Video: Vocal Techniques for the Young Singer
Video: Amazing Music Volume 3: Families of the Orchestra
DVD: Composer’s Specials (six composers)
Reproducibles
The Reading Collection
Physical
Education
Physical Education in the elementary grades is activity based and
lifestyles. The development of fundamental Motor skills and
movements is the foundation for activities.
Specific Curriculum Outcomes and Movement Categories
Elementary Physical Education specific curriculum outcomes address
the three dimensions of Movement - Psychomotor (Moving and
Doing), Cognitive (Understanding and Applying) and Affective
Students will:
• learn and develop fundamental movement skills and movement
concepts that have broad application to a variety of games,
activities and movements.
• engage in movement experiences that address all three
dimensions of movement, Psychomotor (Moving and Doing),
Cognitive (Understanding and Applying) and Affective
56
ELEMENTARY
- Moving and Doing physical education experiences
contribute to development of physical fitness, physical skills
necessary for an active lifestyle, and appreciation for the
intrinsic value of an active lifestyle.
- Understanding and Applying physical education experiences
gives students understanding of movement and its place in
their personal quest for wellness through an active life style.
- Cooperation and Responsibility physical education
experiences gives students opportunities to understand the
social and environmental context in which they live, to
develop personal strategies to live in harmony within that
context, and to appropriately work toward changes where
there is a need.
Highlights
• This curriculum is based on the need for children to develop
personal wellness through Active Living and to develop and
understand personal movement skills in order to be able to
continue with an active lifestyle throughout life.
• The need to develop personal critical thinking abilities and
apply them to solving movement and societal problems, which
affect opportunities to continue an active lifestyle, are also
addressed in this program.
• To accomplish this, a broad range of movement activities are
employed in nine movement themes. Each theme provides
opportunities for students to participate in movement
activities, experiment with movement techniques, develop
games, rules and strategies, help others, and plan
demonstrations or activities for the benefit of others.
• Students will also reflect on the purpose of Active Living and
evaluate the effectiveness of various activities for their intended
purpose.
Movement Themes in Elementary Physical Education
Theme: Games - Space, Directions and Body Awareness (1-6)
Theme: Games - Locomotor Skills (1-6)
Theme: Games - Non Locomotor Skills (1-6)
Theme: Games - Manipulative Skills: Protecting and Receiving (46)
Theme: Games - Manipulative Skills: Accompanying Apparatus
(1-6)
Theme: Rhythmic Activities (1-6)
Gymnastics (1-6)
Theme: Sports Lead-up Activities
Theme: Fitness (4-6)
57
ELEMENTARY
Authorized Learning
Resources
Religious
Education
Focus
The Biggest Little Games Book Ever!
The Elementary Religious Education curriculum takes a nonconfessional approach. Various religions are included in this
program and beliefs, doctrines, practices and history of each are
covered with sensitivity and respect. The program enables and
encourages students to grow spiritually and morally into
informed, caring and contributing members of society. Students
develop an appreciation for their own beliefs and values, and the
beliefs and values of others. They acquire an understanding of the
contribution that religions make to human life.
The resources for the curriculum are developed through story lines
and it is through the characters and events within the stories that
students encounter various world religions.
Authorized Learning
Resources
Grades 4, 5, and 6
Elementary Religious Education Curriculum Guide (2000)
Grade 4 (Book 1)
Journeys (with teacher resource book)
Grade 5 (Book 2)
Directions (with teacher resource book)
Grade 6 (Book 3)
Horizons (with teacher resource book)
Science
58
The study of science at the elementary level involves a hands-on,
activity-oriented approach to learning. The program emphasizes
the development of an understanding of the relationships between
science, technology, society and the environment, and the
ELEMENTARY
development of scientific attitudes, skills, and knowledge. The
knowledge component is based on units from the life, earth, and
physical sciences. Teachers should consult the appropriate
Elementary Science Curriculum Guide for identification of these
units.
Authorized Learning
Resources
Authorized Learning
Resources
Elementary Science Curriculum Guide (2002)
Assessment Guide for Science Place (2002) (one per grade)
Grade 4
modules include: Healthy Habits, Light Up Your Life, Sounds
Good, and Rockhound.
2002). Modules include: Healthy Habits, Light Up Your Life,
Sounds Good, and Rockhound.
Grade 5
modules include: Body Works, What's The Matter, Weatherwise,
and Putting It In Motion.
2002). Modules include: Body Works, What's The Matter,
Weatherwise, and Putting It In Motion.
Grade 6
modules include: Variety of Life, The Sky's The Limit, Turn It On,
and Out of This World.
2002). Modules include: Variety of Life, The Sky's The Limit,
Turn It On, and Out of This World.
Social Studies
The Social Studies curriculum at the elementary level builds on
the concepts, values, and skills acquired in the Primary Program.
It develops knowledge, values, and skills essential for developing
students’ potential as individuals, as Canadian citizens, and as
world citizens.
The Social Studies curriculum
• examines how people interact with their physical environment
and with each other in order to meet their needs.
59
ELEMENTARY
• develops the following skills: thinking skills; social/group
participation skills; map and globe skills; table, graph, and
chart skills; temporal skills; research skills; and language skills.
• emphasizes the importance of human rights and responsibilities
and encourages students to apply their knowledge and skills to
everyday life.
The core topics include the study of:
• Communities around the world
• Newfoundland and Labrador
• World cultures
Authorized Learning
Resources
Grades 4, 5, and 6
(1998)
Curriculum Framework for Social Studies: Navigating the Future
(1993)
Design for Social Studies K-VI in Newfoundland and Labrador
(1981)
Grade 4
Communities Around Our World (with teacher’s resource book),
(1984)
China: Our Pacific Neighbour (teacher's resource only)
Grade 5
The Atlantic Edge: Living in Newfoundland and Labrador (1991,
with teacher’s resource book)
Grade 6rade 6
Grade 6 Social Studies Curriculum Guide (2007, Interim
Edition)
Culture Quest: Exploring World Cultures (2006, with teacher’s
resource book)
60
ELEMENTARY
Recommended
Time Allotments
Subject
Art
6%
French
10%
Health
6%
English Language Arts
24%
Mathematics
16%
Music
6%
Physical Education
6%
Religious Education
8%
Science
8%
Social Studies
% Instructional Time
10%
61
ELEMENTARY
62
INTERMEDIATE
Intermediate Program
63
INTERMEDIATE
64
INTERMEDIATE
Intermediate
In Newfoundland and Labrador, students in Grades 7, 8, and 9
are enroled in the province’s intermediate schools. The best and
fullest development of young adolescents is the overall goal of
intermediate school.
The concepts, values, and skills of the curricula in English
language arts, mathematics, science, social studies, music,
industrial arts, technology education, art, physical education,
French, health, home economics, and religious education are
relevant to the interests and needs of twelve- to fifteen-year-olds.
The program achieves balance by placing equal emphasis on the
cognitive, affective, and psychomotor domains and by taking into
consideration the wide range of individual differences in the
intermediate school.
In the intermediate grades, students consolidate skills for
continued learning (e.g., communication and numeracy skills) and
develop competence in decision making, leadership, self reliance
and taking responsibility. Problem solving, discussion, group
procedures, and strategies that promote independent thinking are
the primary approaches to education in the intermediate school.
Ongoing assessment and evaluation determine students’ remedial
and enrichment needs.
Early adolescence is a time of rapid physical growth, of intense
desire for autonomy, of questioning, and of searching for values.
Young adolescents need someone with whom they can talk over
problems and work out solutions. The homeroom, where students
spend a substantial amount of time with the same teacher every
day, provides stability.
Teachers and parents should have high expectations for young
adolescents. They must believe that these students can learn, that
they want to learn, and that the intermediate school is
instrumental in meeting their learning needs.
Art
The Intermediate Art curriculum builds upon the two previous
levels. Students are afforded increased opportunity to express their
ideas and feelings through an emphasis on creating art images and
objects. The curriculum focuses on developing an understanding
of design in art and the visual environment. Students learn more
sophisticated applications of design elements and principles and
have opportunities to use this knowledge.
65
INTERMEDIATE
The curriculum enlists the use of slides to provide illustrations of
key art and design concepts at work. Students examine and
analyze these images prior to engaging in art activities which focus
on particular concepts. The curriculum emphasizes the work of
artists from Newfoundland and Labrador. Over seventy percent of
the artists whose works are included in the slide package have
worked or are now working in this province.
Students can avail of six modules over three years. These are
Drawing, Painting, Sculpture, Printmaking, Folk Art, and Fibre
Art.
The curriculum is structured around the following organizers:
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•
•
•
•
Authorized Learning
Resources
Career
Exploration
(Grade 9)
66
The Artistic Process
Visual Communication
Cultural Role
Personal Growth
Perception and Response
Art 7-9 Teaching Guide
Junior High Art Slide Kit which includes 20 slides per module
(out of print)
• Drawing (20 slides)
• Painting (20 slides)
• Printmaking (20 slides)
• Sculpture (20 slides)
• Fibre Art (20 slides)
• Folk Art (20 slides)
Discovering Canadian Art (class set) (out of print)
Painting: Ideas, Materials and Processes (previously supplied, out
of print)
Relief Printmaking (previously supplied, out of print)
Exploring Drawing (previously supplied, out of print)
Keys to Drawing
At the Grade 9 level, the Guidance Module, Career Exploration, is
designed around the three stages of Career Development: self
awareness, career exploration and career and educational planning.
Students develop an understanding of self in relation to the world
of work through the exploration of interests, abilities, aptitudes,
needs and values. This self awareness assists students in developing
educational plans.
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The module is organized around the following components:
•
•
•
•
Authorized Learning
Resources
Self-Awareness
Career Awareness/Exploration
Decision Making
Educational Planning
Course description
Teacher’s resource manual
Student workbook
Take Our Kids To Work
Take Our Kids To Work provides an opportunity for grade 9
students to see different roles and responsibilities in the
workplace, develop closer dialogue with their parents or another
caring adult, enhance understanding of individual jobs, and link
the classroom with the workplace.
Authorized Resources
Coordinator’s guide
Teacher’s resource
Workplace guide
Video
Core French
The Intermediate Core French curriculum is defined by outcomes
at each grade level: 7, 8, and 9. It is organized to build on
student experiences in the elementary French curriculum and to
prepare students for the challenges of the senior high program.
The primary purposes of intermediate Core French are
development of proficiency in oral language and learning about
the francophone way of life. In skill development, major emphasis
is therefore accorded to listening and speaking; reading and
writing are also important, serving to complement and reinforce
listening and speaking. To ensure students have maximum
opportunity to hear and use French, teachers should make it the
language of the class, including all aspects of administration and
operation, in addition to instruction.
Students practise language in formal learning contexts and use it
in functional learning contexts. Teachers should therefore ensure
that students have appropriate language practice and content to
meet their communication needs.
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Authorized Learning
Resources
Grades 7, 8, and 9
Intermediate Core French Curriculum Guide, Interim Edition
(2006)
Grade 7
Communi-Quête I
• Five modules, each with a student text, a student workbook,
reproducible masters, language boards, a teacher resource
and a CD for the following themes:
- Mosaïque
- Entrepreneurs en herbe*
- Le grand voyage*
- La guerre au déchets
- Phenomènes canadiens
* Modules have an accompanying video
Grade 8
Communi-Quête II
- La Francophonie
- A l'action!
- Le monde mystérieux de la science
- Rétro-Monde
- Faisons une difference
Grade 9
Communi-Quête III
- Mission : Survie
- Studio créateur
- Et maintenant, passons aux nouvelles
- Bombs météo
English Language
Arts
68
At the intermediate level, the English Language Arts curriculum is
designed to develop students’ knowledge and strategies in
speaking, listening, reading, viewing, writing and other ways of
representing meaning. English language arts must be taught in an
integrated manner so that the interrelationships between and
among the language processes will be understood and applied by
the students. This integrated approach should be based on
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students’ prior experience with language and on meaningful
activities involving speaking, listening, reading, viewing, writing
and other ways of representing meaning. Experiences with
literature are, in addition to developing their knowledge and
strategies, designed to enhance students’ awareness of the richness
of life, expand their imaginations, exercise their intellects, and
mature their emotions.
The curriculum provides for a balance of transactional, expressive
and poetic writing. The conventions of language are taught in the
context of students’ own writing and speaking. Students are
expected to maintain a writing file of their work for assessment
and reference purposes. The variety of resources for reading and
viewing are intended to evoke personal responses, promote
discussion and analysis of values and ideas, and consolidate their
understanding of language, form and genre. A variety of
interaction patterns - partnerships, small groups, whole class should be used.
Authorized Learning
Resources
Grades 7, 8, and 9
English Language Arts Curriculum Guide, Grades 7 - 9 (one copy
for each grade 7, 8, and 9 teacher)
Teaching and Learning with MultiSource (one copy for each
grade 7 and 8 teacher)
Teacher Guide to the Survival Guide (one copy for each grade 7
and 8 teacher)
Write Traits (one kit per class, grade 7 and 8)
Grade 7
Three MultiSource Units
• Mystery and Wonder (one magazine and one anthology for
each student; one teacher’s guide for each teacher; one
audiotape for each school; one set of videotapes for each
school district)
• Working Together (one magazine and one anthology for
school district)
• Imagine Poetry (one magazine and one anthology for
school district)
Language Arts Survival Guide (one copy per student and
teacher)
Openings (one copy per student)
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Multiple copies of novels to support the MultiSource Units and
the independent reading component of the Grade 7 Program:
• Underground to Canada
• Absolutely Invincible
• Who is Frances Rain?
• A Single Shard
• Home Child
• Silverwing
• Catch Me Once, Catch Me Twice
• The Master Puppeteer
• Redwall
• Torn Away
Grade 8
Three MultiSource Units
• Heroic Adventures (one magazine and one anthology for
school district)
• What a Story (one magazine and one anthology for each
student; one teacher’s guide for each teacher, one
school district)
• Relating (one magazine and one anthology for each
student; one teacher’s guide for each teacher; one
school district)
Language Arts Survival Guide (one copy for each student and
teacher)
Stages (one copy per student)
Multiple copies of novels to support the MultiSource Units and
the independent reading component of the Grade 8 Program:
• Rules of the Road
• The Outsiders
• Blood Red Ochre
• Far North
• Awake and Dreaming
• Ninjas, Piranhas and Galileo
• Make or Break Spring
• Tsunami
• Seedfolks
• Sunwing
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Grade 9
SightLines 9 (with Atlantic Canada teacher's guide)
SightLines Audio CD (one copy per teacher)
Passages
ResourceLines 9/10
Write Traits Kit - Advanced Level I
Romeo and Juliet (new Global Shakespeare Series)
Novels (a minimum of two for indepth study)
• The Hollow Tree
• Forbidden City
• The Maestro
• Janey's Girl
• Dicey's Song
• After the War
• There Will be Wolves
• To Dance at the Palais Royale
• Shadow in Hawthorn Bay
• Diary of a Young Girl
• The Pearl
• A Wizard of Earthsea
• Jacob Have I Loved
Enterprise
Education
Authorized Learning
Resources
The focus of the Enterprise Education curriculum at the
intermediate level is on the development of enterprise and
entrepreneurial knowledge, skills, and attitudes. The intent of the
resources in this section is to provide teachers with ideas to
facilitate the incorporation of entrepreneurial thinking into the
existing curriculum.
Connections - Learning Through Entrepreneurship Across the
Curriculum: A Teaching Resource, Grades 7-9
Connections has been developed as a supplementary classroom
resource to provide grades 7, 8, and 9 teachers with ideas/
suggestions for learning experiences that encourage an
enterprising and entrepreneurial spirit. The activities which are
presented in this resource provide connections to student
outcomes identified in various curriculum areas.
This resource fosters the development of academic, personal
management, and teamwork skills in the classroom through a
cooperative, collaborative, experiential, and reflective approach
to learning. Connections engages learners in a variety of crosscurricular activities which provide opportunities for students to
develop knowledge, skills, and attitudes both in core
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curriculum areas and enterprise and entrepreneurship
education. Connections will provide students with a greater
understanding and appreciation of entrepreneurship in the
context of their daily lives.
The infusion of enterprise/entrepreneurship education into the
urriculum provides teachers and students with exciting and
innovative paths to meet the challenges and demands of the 21st
century.
Health
At the intermediate level, the Health curriculum takes a
comprehensive approach to fostering and promoting the wellbeing of young people by making linkages with classroom
school health is a form of health promotion which fosters the
creation of environments that provide opportunities for all young
people to make healthy choices and enhance their own health and
the health of their communities.
•
•
•
•
•
•
•
Authorized Learning
Resources
Environmental and Social Well-Being
Human Sexuality
Relationships
Smoking, Alcohol, and Drugs
Active Living
Nutrition
Environmental Health and Safety
Grade 7
Adolescence: Healthy Lifestyles (a health and personal
development curriculum guide)
Healthwise 1 (student book)
Healthwise 1 (teacher’s resource book)
The following videos are available from district offices and from
the Provincial Information and Library Resources Board:
I Like Being Me (Self-Esteem Series)
Friendship: the Good Times, the Bad Times (Self-Esteem Series)
The New Improved Me: Understanding Body Changes
Sexuality (Degrassi Talks Series)
Smart Talk
AIDS: The New Facts of Life (with teacher’s guide)
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Between You and Me: Learning to Communicate (Self-Esteem
Series)
Yes? No? Maybe? Decision-Making Skills (Self-Esteem Series)
Your Choice, Our Chance (HWC Drug Prevention Series with
teacher’s guide)
Diary of a Teenage Smoker
Alcohol (Degrassi Talks Series)
Fitness and Sport
Grade 8
Adolescence: Healthy Lifestyles (A Health and Personal Development
Curriculum Guide)
Healthwise 2 (student book)
Healthwise 2 (teachers’ resource book)
The following videos are available from district offices and from
the Provincial Information and Library Resources Board:
Sexual Responsibility: A Two-Way Street
Teen Contraception
Thinking Positive
Date Rape: It Happened to Me
David’s Story: A Teen Suicide
Depression (Degrassi Talks Series)
Abuse (Degrassi Talks Series)
Drugs (Degrassi Talks Series)
Alcohol (Degrassi Talks Series)
Choosing to Wait: Sex and Teenagers
The Circle (Working it out at Madison Series) - for aboriginal
schools only
Nutrition and Exercise in the 90s
Young Hearts: What You Must Know About Cholesterol
Grade 9
Grade Nine Health Curriculum Guide (Interim Edition, 2008)
Note: the previous grade nine guide included in the
Adolescence:Healthy Lifestyles should not be used.
Human Sexuality, student and teacher text
Human Sexuality, teacher resource
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The following videos are available from the Provincial Information
and Library Resources Board:
Series)
Taking Chances: Teen Sexuality and Birth Control
Saying No
Violin
May’s Miracle
Sex (Degrassi Talks Series)
AIDS: The British Approach
AIDS: The Facts and the Future
AIDS: What Everyone Needs to Know (revised 1992 edition)
Talking with Teens about AIDS
Thinking Positive
Home Economics
At the intermediate level, the Home Economics curriculum
focuses on the development of skills for the effective use of
personal and family resources; a positive self-concept; an
understanding of self in relation to others; an awareness of the
benefits of being a part of a family and the responsibilities
associated with being a family member.
The curriculum is comprised of six modules which represent the
major subject areas and the underlying concepts of home
economics.
Authorized Learning
Resources
Home Economics Program (teacher’s resource)
Creative Living (class set) (previously supplied, out of print)
Creative Living Teacher’s Resource Package
Creative Living (teacher’s edition) (previously supplied, out of
print)
Mathematics
At the grade 7 level, the mathematics curriculum helps children
mature mentally in the context of meaningful learning experiences
that promotes active exploration of a variety of mathematical ideas
designed to retain enjoyment and curiosity about mathematics.
The curriculum helps students develop the mathematical literacy
essential to productive citizenship in a scientific and technological
society.
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Grade 7
opportunities to:
• demonstrate fluency with mental mathematics and estimation
• develop and apply new mathematical knowledge through
problem solving
• develop mathematical reasoning
• develop visualization skills to assist in processing information,
• select and use technologies as tools for learning and solving
problems
Grade 7 mathematics is organized into four strands:
•
•
•
•
Authorized Learning
Resources
number
patterns and relations
shape and space
statistics and probability
Math Makes Sense Grade 7
• Student Edition (with CD-ROM)
• ProGuide™ (with CD-ROM and DVD)
• Practice/Homework Book (Reproducible)
• Practice/Homework Book (Teacher’s Edition)
• base ten materials including 200 units, 50 rods, 20 flats,
and 2 decimetre cubes
• overhead base ten materials including 20 units, 10 rods, 1
flat
• overhead fraction circles – 5 sets
• overhead Cuisenaire rods
• wooden pattern blocks (250)
• overhead pattern blocks
• two-coloured counters (200)
• overhead two-colored counters
• standard 6 sided dice (24)
• decahedra dice (12)
Kit of manipulatives (previously authorized and distributed)
• litre set
• 1 cm interlocking cubes (200)
• 2 cm interlocking cubes (100)
• miras (five)
• percent protractor
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• circle protractor
• geo-strips (one set)
• overhead safety compass
Developing Number Sense - Addenda Series (NCTM)
Fraction Circles Plus (manipulative, teacher's resource)
(previously authorized and distributed)
Fraction Factory Pieces (manipulative, teacher's resource)
(previously authorized and distributed)
The Problem Solver 7 (teacher reference) (previously supplied)
Mental Math in the Junior High (teacher reference) (previously
supplied)
Statistics, Probability & Graphing (teacher reference) (previously
supplied)
reference) (previously supplied)
Grades 8 and 9
Intermediate Mathematics Curriculum Guide (Interim) (8 and 9)
Projects to Enrich School Mathematics: Level 2 (Grades 7-9)
Get It Together: Math Problems for Groups (out of print)
Problems, Problems, Problems, Vol. 4 and 6 (out of print)
Grade 8
Minds on Math 8 (student book, western edition)
Minds on Math 8 (teacher's resource book and test package)
Kit of manipulatives
• overhead tangram
• student tangram pieces (eight student sets)
• multi-link cubes (set of 200)
• overhead circular geoboard
• overhead alge-tiles
Patterns and Functions - Addenda Series (NCTM)
Navigating Through Algebra in Grades 6-8 (with CD-Rom)
Algebra Tiles (manipulative, teacher’s resource) (previously
supplied)
Problem Solver 8 (teacher's resource) (previously supplied)
Integer Counters (manipulative, teacher's resource) (previously
supplied)
Fraction Circle (manipulative, teacher’s resource) (previously
supplied)
Problem-Solving Experiences in Mathematics (teacher’s resource)
(previously supplied)
Math in Context 8 (with teacher’s resource) OR MathQuest 8
(with teacher’s resource) (previously supplied)
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Grade 9
Minds on Math 9 (Atlantic edition)
Navigating Through Geometry in Grades 6-8 (with CD-Rom)
Relational Geometric Solids
Music
The Intermediate Music curriculum further develops musical
literacy and aesthetic awareness by providing meaningful and
challenging musical experiences. Concepts learned in K-6 are
reviewed, reinforced, and consolidated while new skills and
knowledge are applied to a number of musical forms. Emphasis is
placed on direct experiences with music and the integration of
musical elements. A student’s understanding of basic concepts is
enhanced through more advanced activities.
Performing groups such as band, choir, orchestra or guitar and
recorder ensembles, are recognized as components of the
curriculum. The prescribed learning outcomes may be realized
through a classroom program or a particular performance category.
Study through vocal and instrumental performance must be
balanced with musicianship, sight singing, aural training, motor
coordination, and directed listening.
The Intermediate years are viewed as offering the opportunity to
provide enrichment to the music program, enrichment through an
application of skills and knowledge. Additional repertoire study
will constantly reinforce and review while providing new aesthetic
experiences and awareness. Using basic skills in different
situations will solidify the musical knowledge and understanding
and permit students to move beyond the technical and into the
expressive realm of music (aesthetic development).
Authorized Learning
Resources
Intermediate Music: Curriculum and Teaching Guide (1989)
185 Unison Pentatonic Reading Exercises (half class set) (out of
print)
Folk Songs North American Sings
Musical Reading and Writing (one student text and teacher
manual)
New Pathways to Art Music Listening
Reflections of Canada, Volume 1 (half class set)
Sing the Sea
Sing, Silverbirch, Sing
Teaching Music in the Twentieth Century
Instrumental Music: An Administrative and Curricular Guide
(1991)
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For information on ordering and reimbursement of tutor books
contact the Program Development Specialist responsible for Music
at the Department of Education.
Band Today
Technic Today
Alfred Basic Band
I Recommend
Best in Class
Essential Elements for Band
Sounds Spectacular for Band
All For Strings
Essentials for Strings
Young Strings in Action
Guitar Today
Accent on Achievement
Standard of Excellence
Music (Exploring
Music)
Grades 7-9
Exploring Music (with teacher’s guide)
Canada: It’s Music (with teacher’s edition) (out of print)
Canada: It’s Music (audio cassette) (out of print)
Audio Cassettes (one per school)
Threnody (out of print)
Favourite Newfoundland Folk Music (out of print)
All the Best - Folk Music (out of print)
The Orchestra (out of print)
Musical Storms/Musical Battles (out of print)
Water Music/Marches (out of print)
Video Cassettes (one per school)
From Ping to Bong (out of print)
It’s All Done with Strings (out of print)
What’s in a Horn? (out of print)
Discovering Electronic Music (out of print)
The Last Run (out of print)
Broadcast Music in Newfoundland and Labrador (out of print)
Musicians in the Community (out of print)
Note: The following videos are available on a loan basis from the
Provincial Information and Library Resources Board:
The History of Rock, Part I
The History of Rock, Part II
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An Audio Visual History of Canadian Folk Music
History of Jazz
How an Audio Recording is Made
Film Strip (one per school)
Studio Sounds
Physical
Education
The Intermediate Physical Education curriculum recognizes that
students at the intermediate level are in great need of activities
(Moving and Doing, Understanding and Applying and
Cooperation and Responsibility) which explore and help create a
stable identity.
The Intermediate Physical Education curriculum provides an
understanding of the benefits of an active lifestyle and leads
individuals to develop their personal wellness and personal
movement competency and physical literacy that contribute to an
active lifestyle throughout life.
This curriculum also extends the range of skills and knowledge
acquired in the primary and elementary programs and facilitates
transition to the more self-directed activities of high school. It
builds upon the movement concept knowledge provided in the
primary and elementary programs and provides opportunity for
personal achievement through group and individual activities.
Authorized Learning
Resources
A Curriculum Framework For Physical Education: Adjusting The
Focus
Intermediate Physical Education Curriculum Guide
Multicultural Folk Dance Treasure Chest, Volumes 1 & 2
PSAP Sport Specific Booklets. Teaching the Basics Resource Manuals
Ready to Use P.E. Activities for Grades 7 - 9
Teaching Responsibility Through Physical Education
Team Building Through Physical Challenges
Canadian Active Living Fitness Circuit Charts: Secondary School
Movement Categories
The Intermediate Physical Education curriculum is organized into
six Movement Categories from which activities must be chosen:
The themes are as follows:
1. Alternative Activities
2. Court and Field Activities
3. Fitness Pursuits
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4. Leadership/Cooperative Activities
5. Outdoor Activities
6. Rhythmic Activities
The six themes are presented with minimum and maximum unit
allotments. The core curriculum is represented in the following
table. The minimum and maximum guidelines must be followed
when implementing the yearly plan. The yearly plan for each
grade must cover all six themes.
Activities
Minimum
Maximum
Alternative
1/2 unit = 4 classes
2 units = 16 classes
Court and Field
2.5 units = 20 classes
Fitness
Leadership
Outdoor
Rhythmic
Religious
Education
The Intermediate Religious Education curriculum takes a nonconfessional approach. Various religions are included in this
program and beliefs, doctrines, practices and history of each are
covered with sensitivity and respect. The curriculum creates a
context for students to recognize the diversity of religion and how
it has influenced and continues to influence individuals and
society. It enables and encourages students to grow spiritually and
morally into informed, caring and contributing members of
society. Students develop an appreciation for their own beliefs and
values, and the beliefs and values of others. They acquire an
understanding of the contribution that religions make to human
life.
Authorized Learning
Resources
Grades 7, 8, and 9
Intermediate Religious Education Curriculum Guide (2002)
Grade 7
Expressions of Faith (with teacher’s guide)
Grade 8
Who Am I? (with teacher’s edition)
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Grade 9
My Place in the World (with teacher’s edition)
Science
The Intermediate Science curriculum involves a study of selected
topics from each of the Life, Earth/Space, and Physical Sciences
(Chemistry/Physics). The Intermediate Science curriculum for
Grades 7 and 8 (Grade 9 starting in September 2009) is based on
the Pan Canadian Science Protocol and reflects the work done in
partnership with the other Atlantic provinces. The study of the
selected topics is organized around the four General Curriculum
Outcomes for science: Skills, Knowledge, Science, Technology,
Society, and Environment (STSE), and Attitudes. This curriculum
helps students to become more scientifically literate and to
develop their inquiry, problem-solving, and decision-making
abilities; to become life-long learners; and to maintain a sense of
wonder about the world around them.
Authorized Learning
Resources
Grade 7
Grade 7 Science Curriculum Guide (Interim Edition, 2007)
Discovering Science 7 (with teacher's resource package)
Laboratory Safety Guidelines
Grade 8
Grade 8 Science Curriculum Guide (Interim Edition, 2008)
Discovering Science 8 (with teacher's resource package)
Grade 9
Intermediate Science Curriculum Guide (Grade 9, 1996)
Science Directions (with teacher’s resource package) OR Science
Plus: Technology and Society (with teacher’s resource package)
Social Studies
The Social Studies curriculum for the intermediate grades is
designed around conceptual organizers. The organizing concept
for the Grade 7 curriculum is “empowerment”. The curriculum
examines various aspects of empowerment - including personal,
political, cultural, social and national. It draws largely on the
history of the Canadian nation from the early 1800s to the end of
World War I. Reference is made to earlier periods as well as the
contemporary.
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The organizing concept for the Grade 8 curriculum is “history as a
story of the past in the present”. The curriculum examines various
themes related to the history of Newfoundland and Labrador –
history as a lens to the past, history as a story of people, history as
a story of events, and history as a story of change. The course
introduces students to the study of the history of the province
from the turn of the 19th century to the present. It traces the
province’s political evolution and development, colony-to-countryto-province, and asks students to: explore and appreciate history as
part of their community, region and province; examine social
change; and assess the impact of the past on the present.
The conceptual organizer for Grade 9 is “interdependence”. The
curriculum focuses on Atlantic Canada in the Global Community
and is organized around five themes - Physical Setting, Culture,
Economics, Technology, and Interdependence. The course enables
students to examine and reflect on the major issues that affect
them as individuals, Atlantic Canadians, and global citizens.
Authorized Learning
Resources
Grades 7, 8, and 9
(1998)
Grade 7
Atlantic Canada Social Studies Curriculum Guide Grade 7 (2004,
Interim Edition)
Changing Your World: Investigating Empowerment (2004, with
teachers' guide)
Grade 8
Newfoundland and Labrador History: A Curriculum Guide
(2005, Interim Edition)
Voyage to Discovery: History of Newfoundland and Labrador
1800-Present (2005, with teacher’s resource)
Grade 9
Atlantic Canada in the Global Community Grade 9: A
Curriculum Guide (1996)
Atlantic Canada in the Global Community (with teacher’s
resource) (1997)
Responsible Citizenship and Canada's Tax System (teacher
resource; 1 per classroom)
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Technology
Education and
Industrial Arts
The Technology Education curriculum is based on the Foundation
for the Atlantic Canada Technology Education Curriculum document.
Five general curriculum outcomes define the intent of the
program: technological problem solving, technological systems,
history and evolution of technology, technology and careers, and
technological responsibility.
At the intermediate level the technology education curriculum
consists of five technology modules that are sequentially ordered:
• Grade 7: Communications Technology Module
• Grade 8: Production and Control Technology Modules
• Grade 9: Energy and Power and Biotechnology Modules
Each module is designed to be completed in a minimum of 26
hours of class time as a stand-alone module and requires students
to construct physical/digital objects by implementing a design
and problem-solving methodology. There are many opportunities
to connect to other subject areas within each module at various
stages of the design and problem-solving process.
The five modules are being implemented in phases with the Grade
7 Communications Technology Module, the Grade 8 Production
Technology Module and the Grade 8 Control Technology Module
authorized for delivery.
Grade 7
Communications
Technology Module
The Grade 7 Communications Technology Module introduces
students to the technology education curriculum at the
intermediate level. Topics of study include:
Unit 1 - Big Ideas
• Topic 1: Tools of Communication - Past, Present and Future
• Topic 2: Communications Tools in Everyday Use
• Topic 3: Processes of Communication
• Topic 4: Communications Systems
• Topic 5: Introduction to Communications Graphics
• Topic 6: Introduction to Graphic Design
• Topic 7: Technological Problem Solving
• Topic 8: Ownership and Copyright
Unit 2 - Basic Skills
• Topic 1: Communication Graphics - Sketches and Simple
Technical Drawings
• Topic 2: Communications Multimedia - Images, Audio and
Video
• Topic 3: Document Creation
• Topic 4: Presentation of Ideas
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Unit 3 - Design Activity. This unit will be common to all five
modules and will include the following topics:
•
•
•
•
•
•
•
•
•
Authorized Learning
Resources - Grades 7, 8 and 9
Technology Education
Topic
Topic
Topic
Topic
Topic
Topic
Topic
Topic
Topic
1: The Design Teams and The Design Portfolio
2: Identification of the Problem Situation (Step 1)
3: Development of the Design Brief (Step 2)
4: Investigation and Research (Step 3)
5: Identification of Possible Solutions (Step 4)
6: Selection of the Best Solution (Step 5)
7: Development of the Solution (Step 6)
8: Evaluation of the Solution (Step 7)
9: Presentation of the Report (Step 8)
The learning resources listed in this section will be utilized in the
delivery of all five modules and are authorized for Grades 7, 8 and
9. Schools delivering the Grade 7 Communications and/or the
Grade 8 Production/Grade 8 Control Technology Modules are
eligible for the resources.
Foundation Document and Curriculum Guide
Grade 7 Communications Technology Module Curriculum Guide
(June 2002)
Foundation for the Atlantic Canada Technology Education
Curriculum
Student Reference Text (Class Set - 15 copies per
school)
Technology Interactions (student edition)
Teacher Reference Text (one copy per school)
Design and Problem Solving in Technology (student edition)
Technology Interactions (teacher's resource guide)
Grade 8 Production
Technology Module
The Grade 8 Production Technology Module builds upon the
design and problem-solving knowledge and skills delivered in the
Grade 7 Communications Technology Module and focuses on
topics related directly to production technology. Topics of study
include:
Unit 1 - Big Ideas
• Topic 1: Introduction to Production Technology
• Topic 2: Properties of Materials
• Topic 3: The Production Processes
• Topic 4: Tools and Machines
• Topic 5: Aesthetics
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• Topic 6: Ergonomics, Health and Safety
• Topic 7: Product Development
• Topic 8: Careers in Production
• Topic 1: Interpretation of Technical Drawings
• Topic 2: Development of Technical Drawings
• Topic 3: Production Tools: Selection and Usage
• Topic 4: Production Planning and Implementation
Unit 3 - Design Activity
Same topics as listed in the Grade 7 Communications Technology
Module Curriculum Guide's Unit 3 - Design Activity.
Authorized Learning
Resources - Grade 8
Production Technology
Module
In addition to the resources authorized for the Grade 7
Communications Technology Module, the following learning
resources are authorized for the implementation of the Grade 8
Production Technology Module:
Teacher Reference Text (1 copy per school)
Instructor's Guide to Accompany Design and Problem Solving in
Technology
Design and Technology
Grade 8 Control
Technology Module
The Grade 8 Control Technology Module builds upon the design
and problem-solving knowledge and skills delivered in the Grade
7 Communications Technology Module and the Grade 8
Production Technology Module and focuses on topics related
directly to control technology. Topics of study include:
Unit 1 - Big Ideas
• Topic 1: Control Systems - An Introduction
• Topic 2: Fluidic Control Systems
• Topic 3: Electronic Control Systems
• Topic 4: Robotics
• Topic 5: Control Technology System Programs and Interfaces
• Topic 6: Control Technology System Safety
• Topic 7: Careers in Control Technology
• Topic 1: Interpretation of Simple Schematics and Pictorials
• Topic 2: Interaction with Simple Control Technology
Programs and Interfaces
• Topic 3: Development of Simple Control Technology
Systems
• Topic 4: Troubleshooting
85
INTERMEDIATE
Unit 3 - Design Activity
Same topics as listed in the Grade 7 Communications Technology
Module and Grade 8 Production Technology Module Curriculum
Guides' Unit 3 - Design Activity.
Implementation
Considerations
The Grade 8 Control Technology Module is intended to be
delivered to students who have completed both the Grade 7
Communications Technology Module and the Grade 8 Production
Technology Module. Grade 8 students would ideally complete the
Production Technology Module during the first half of the school
year (e.g., September to January) and the Control Technology
Module during the second half of the school year (e.g., February
to June).
Authorized Learning
Resources
Design and Problem Solving in Technology - instructor's guide
Design and Technology - teacher's resource
Virtual Labs - Electricity/Light Units - 2 CDs and teacher's guide
Phidgets Kit (maximum 6 per school)
Bull Dozer Kit
Hydraulics Kit (maximum 6 per school)
Pump it up with Pneumatics - teacher's resource (1 per hydraulic
kit)
Industrial Arts
Implementation Considerations
The Industrial Arts curriculum is a predecessor of the Technology
Education curriculum and as the Technology Education
curriculum is implemented at the intermediate level, the
industrial arts curriculum will be discontinued. At the Grade 7
and Grade 8 levels there are authorized Technology Education
Modules that are implemented in schools for the current school
year. Schools wishing to schedule Industrial Arts programming at
the Grade 7 and Grade 8 levels should do so within the time
allocation devoted to Technology Education/Industrial Arts, as the
two disciplines are considered as one at those grade levels. The
Industrial Arts curriculum is the only curriculum of the two
offered at the Grade 9 level for the 2007-2008 school year.
Industrial Arts
The intent of the Industrial Arts curriculum at the intermediate
level is to provide students with diversified exploratory experiences
in order to help them assume a basic understanding of industry
and the world of work. An examination is made of the underlying
functions of industry and how they relate to one another.
86
INTERMEDIATE
At the intermediate level students should begin to understand and
assess their interests and abilities in terms of our industrial and
technical society. In addition to providing knowledge, the
Industrial Arts curriculum develops creative ability through the
application of knowledge and addresses student need for physical
activity.
The objectives of industrial arts at this level are attained through a
study of basic hand tools and simple machine tools used with
wood, metal, and plastic. Students are taught industrial
communication skills such as blueprint reading and sketching and
basic design techniques. They do experiments and projects in
electricity and power.
Authorized Learning
Resources
Recommended
Time Allotments
Industrial Arts: Junior High Level A and B Teaching Guide
General Industrial Education (class set) (out of print)
Basic Blueprint Reading and Sketching (out of print)
• student text (class set) (out of print)
• instructor’s guide (out of print)
Industrial Education Safety Guidelines (teacher reference)
Subject
% Instructional Time
20%
Mathematics
18%
Social Studies
10%
Science
10%
French
10%
Religious Education
8%
Technology Education/Industrial Arts,
Home Economics**
8%
Physical Education
6%
Music and Art
5%
Health
5%
** The Grade 7 Communications Technology Module, the Grade
8 Production Technology Module and the Grade 8 Control
Technology Module are to be offered. Industrial Arts may be
offered at the Grade 9 level.
87
INTERMEDIATE
88
SENIOR HIGH
Senior High Program
89
SENIOR HIGH
90
SENIOR HIGH
Senior High
Art
Art Technologies
1201
This course explores the issues surrounding the technologies of art
making. It examines relationships among human perception,
technology, and the creative process. Students make choices about
technologies in their projects which affect the final products.
These decisions are influenced by the message they wish to
communicate, the appearance they wish the art work to have, and
the appropriateness of the technology.
Technology is broadly defined to include everything from charcoal
sticks, to the printing press, the camera, and the computer.
Students will learn how perception works and how physiology,
culture, and technology influence our perception. In turn, they
apply this understanding to the art making process.
Authorized Learning
Resources
Print Resources
Curriculum Guide
Design Dialogue (3 per class)
The Art Book, teacher reference
Software
Great Artists CD-ROM (out of print)
Fractal Dabbler 2 (out of print)
Pioneer (out of print)
3-D Moviemaker (out of print)
Video
Magritte, one per school
Masters of Illusion, loan basis
How Your Creative Brain Works, loan basis
Art and Design
2200/3200
This studio course is structured in units to offer students the
opportunity to develop personal imagery using a variety of media.
Students work with visual problems, study past and present
cultures through a visual lens, and participate in the creative
process and production of art. The nine units from which to build
studio explorations include: Drawing, Sculpture, Photography,
91
SENIOR HIGH
Fibre Arts, Painting, Printmaking, Graphic Arts, Pottery and
Media Arts. Three of these units will be studied in Art and Design
2200. Art and Design 3200 involves the study of three units
different from those studied in Art and Design 2200 such that a
student completing both courses will have had exposure to a total
of six different units of study.
Authorized Learning
Resources
Art and Design 2200/3200 Interim Teaching Guide (2002)
Design Synectics
New Technology in the Art Room (binder and CD)
World History and Art Transparencies
Graphic Communications (with instructor's resource guide)
Applied Photography (with instructor's guide)
From Ordinary to Extraordinary
The Visual Experience (student text, 5 per class)
The Visual Experience (teacher's edition)
Exploring Painting (teacher's edition and overhead transparencies)
Experience Clay (teacher's edition and overhead transparencies)
Beginning Sculpture (teacher's edition and overhead
transparencies)
Discovering Drawing (teacher's edition and overhead
transparencies)
Basic Print Making Techniques (teacher's resource)
Beginner's Guide to Silk Painting (teacher's resource)
The Textbook of Digital Photography (teacher's resource, print
version)
The Textbook of Digital Photography (teacher's resource, e-book)
Ken Vieth Studio in Action (DVD - set of 2)
Art Is: Pencil Drawing (video)
Art Is: Watercolour Methods (video)
Art Is: Drawing with Pastels (video)
Career Education
Career Development
2201
Career education is an ongoing process whereby students integrate
their personal, family, school, work and community learning
experiences to facilitate career and lifestyle changes. Career
Development is a two credit course that is intended to assist
students to address outcomes distributed throughout three major
course strands:
- Personal Management
- Career Exploration - Learning and Work
- Career Preparation - Life and Work Building
92
SENIOR HIGH
This course is designed to help students develop the skills they
need to continuously make effective career decisions throughout
their lives. Students will be required to complete a community
contribution requirement (minimum 30 hours) and to develop
and maintain an “Employability Skills Portfolio” that they can
continue to maintain and enhance throughout their academic
studies and working career.
Authorized Learning
Resources
Career Development 2201 Curriculum Guide
Careers For Life (student text)
Careers For Life (teacher resource)
Co-operative
Education
Co-operative
Education 1100
This course is an introduction to Co-operative Education for
students following either a subject-based or career-exploratory
program. This course is designed to facilitate the students’
adjustment to an unfamiliar learning environment.
Co-operative Education 1100 requires that students experience a
minimum of twenty hours of pre-employment preparation prior
to their work placement in the community. The additional hours
of this course will consist of integration sessions aimed at
integrating the students’ experience at the work site with the preemployment module.
This course must be done concurrently with either Co-operative
Education 1120, 2122, 2220 or 3220, which must be developed
locally.
Topics:
Part I - Self-Assessment, World of Work, Job Search Techniques,
Training Site Orientation, Occupational Health & Safety, Unions
and the Labour Movement, and Legislation in Newfoundland and
Labrador.
Part II - Integration Sessions provide students and teachers with
an opportunity to reinforce skills and techniques learned at the
work site, and where applicable integrate specific subject
objectives.
93
SENIOR HIGH
Authorized Learning
Resources
Teacher Reference
Course Description
Pre-Employment Module
Integration Module - Experiential Learning for Co-operative
Education Students
Student Resources (subject-based), one of the
following:
Transitions/A Practical Guide to the Workplace (and teacher
reference)
Working Today & Tomorrow (and teacher reference)
Discover the Career Within
Student Resources (career exploratory), one of the
following:
Transitions/A Practical Guide to the Workplace (and teacher
reference)
Success in the Workplace (and teacher reference)
Working Today & Tomorrow (and teacher reference)
Note: These student resources must be purchased from the
publisher. Paid invoices must be submtited to the Learning
Resources Distribution Centre for 40% reimbursement.
Core French
These courses are intended for students who are learning French as
a second language. They are not appropriate for students who
have received their earlier education in a French milieu. Schools
offering French 3201 are advised to offer French 2200 in the first
year of high school.
French 2200
This course is intended to develop students’ ability to acquire
information and communicate their needs, desires, and ideas in
French. Topics treated include family, home, friends, leisure
activities, and daily schedule.
Authorized Learning
Resources
Senior High Core French Curriculum Guide (1998)
Altitude
• student text
• teacher manual
• audio cassettes
OR
94
SENIOR HIGH
Destinations 4
• student text
• teacher manual
• audio cassettes
OR
En Direct 1
• student text
• teacher manual
• audio cassettes
French 3200
This course continues the development of language proficiency in
French by asking students to use the language in meaningful
contexts to make sense of events, tasks, and activities. Topics
explored include family relationships, school, career options, parttime work, media, travel, individual responsibilities, stress, and
social concerns. This course includes a fifteen minute oral
proficiency interview as part of student assessment. French 3200
provides the necessary language base to enable students to study
French 3201.
Authorized Learning
Resources
French 3200 Oral Testing: A Manual for Interviewers (2002)
En Plein Vol
• student text
• teacher manual
• audio cassettes
OR
Destinations 5
• student text
• teacher manual
• audio cassettes
OR
En Direct 2
• student text
• teacher resource binder
• audio cassettes
95
SENIOR HIGH
French 3201
Authorized Learning
Resources
Expanded Core
French
Success in French 3201 is dependent upon knowledge and skills
obtained in French 3200. The course is structured around the
study of content that reflects francophone culture. French is the
language of instruction and the language in which students
discuss, read, and write about content.
Passe-partout (student text)
Vidéo Jeunesse (video and video manual), one per class (out of
print)
Les chansons québécoises sans frontières (2 cassettes and teacher’s
guide), one per class
Vidéo France (video and video manual), one per class (out of
print)
Avec Brio, guide pratique de communication, one per class
In addition to Core French, schools may choose to offer an
Expanded Core French Program. In this Program, students enrol
in accelerated Core French courses and in courses chosen from
other subject areas, also studied in French. Summaries of these
courses are found in the French Immersion section of the Program
of Studies. Schools who wish to offer an Expanded Core French
Program are advised to consult with the appropriate personnel at
the district level.
Accelerated French 2203 and 3203 are designed to be offered as
part of an Expanded Core French Program. In the Accelerated
French courses, students are expected to meet the outcomes stated
for French 2200 or 3200 and to achieve additional outcomes in
each of the five organizational strands (communicating,
understanding cultural influences, acquiring information, using
language learning strategies and experiencing creative works). The
accelerated nature of these courses is also evident in the depth and
breadth of topics studied.
Accelerated French
2203
Authorized Learning
Resources
96
This course is intended to be offered to students in their first year
of the senior high program. Topics include health and recreation,
education, advertising, the arts, travel and tourism, and the
francophone world.
Curriculum Guide for Expanded Core French/Accelerated French
2203, 3203 (2001)
SENIOR HIGH
En Direct 1
• student text
• teacher manual
• audio cassettes
Accelerated French
3203
Authorized Learning
Resources
This course is intended to be offered to students in their second
year of the senior high program. Topics include the environment,
science and technology, the francophone world, criminal justice,
and the media.
Curriculum Guide for Expanded Core French/Accelerated French
2203, 3203 (2001)
En Direct 2
• student text
• teacher manual
• audio cassettes
Note: Students enrolled in the third year of Expanded Core
French would complete French 3201.
Economic
Education
Business Enterprise
1100
Authorized Learning
Resources
This course is an introduction to current business enterprise
procedures, practices, and careers. It is intended to serve personal
development, special interests, and career goals. It gives a
foundation for other courses such as business mathematics,
economics, and enterprise education. The specific units of study
include: Entrepreneurs and the Business World, Role of Small
Business in the Economy, Communications, Finance Marketing,
and Human Resources.
Course Description
Exploring Business for the 21st Century (2001)
• student text
• teacher's resource binder
Investing in Your Future (student and teacher resource) (2001),
available from Investor Learning Center of Canada
97
SENIOR HIGH
Consumer Studies
1202
This course is an introduction to consumer affairs.
Topics: needs versus wants, organizational features of Canadian
business, effective consumer purchasing, management of personal
resources, consumer protection, corporate citizenship.
Authorized Learning
Resources
Canadian Economy
2203
Course Description (revised edition, 1989)
Exploring Business for the 21st Century (2001)
• student text
• teacher's resource binder
This course is an introductory study of economics. It examines
the fundamental principles and concepts of economics and makes
application at both the national and global level.
Topics: fundamental principles of economics, economic systems,
demand and supply, market structures, role of government,
distribution of income, sustainable development, trade, and global
economics.
Authorized Learning
Resources
Enterprise 3205
Canadian Economy 2203 Curriculum Guide (2004)
(2000)
Economics Now: Analayzing Current Issues (Oxford University
Press, with teacher's edition) (2002)
Responsible Citizenship and Canada's Tax System (teacher's
Enterprise 3205 is a course designed mainly for students who
wish to pursue an in-depth study of Enterprise Education by
enabling them to formulate ideas, translate those ideas into action,
and follow them through to a venture. The specific units of study
include:
•
•
•
•
•
•
Authorized Learning
Resources
98
An Introduction to Entrepreneurial Studies
Focus on Self
Communications and Role of Technology
Identifying Opportunities
Venture Plan
Presenting, Implementing, and Evaluating the Venture
Enterprise 3205 Curriculum Guide (1997)
Creating Businesses: Business Planning, Youth Ventures, The
YMCA-YWCA Enterprise Centre Booklet
SENIOR HIGH
Class Sets (10 copies per school)
Creating an Enterprise Culture: An Integrated Approach to
Entrepreneurial Skills, Atlantic Edition, Teacher’s Resource
Book, Breakwater (1995)
The Entrepreneurial Spirit, McGraw-Hill Ryerson (1991)
Class Sets (5 copies per school)
Building a Dream: A Comprehensive Guide to Starting a Business
of Your Own, McGraw-Hill Ryerson (1993)
Teacher Reference (one copy per school)
Creating an Enterprise Culture: An Integrated Approach to
Entrepreneurial Skills, Atlantic Edition, Breakwater (1995)
Creativity in Business: An Entrepreneurial Approach, student/
teacher package, Copp Clarke Pitman (1992)
The Entrepreneurial Spirit, Teacher’s Resource, McGraw-Hill
Ryerson (1991)
English
Language Arts
English 1200
English 1200 is an optional course aimed at addressing the needs
of students entering senior high schools who:
• lack sufficient skills and strategies to handle the reading and
writing demands of senior high school courses
• have not developed the reading strategies that enable them to
decode, interact with, retain, interpret, or reconstruct print
• may have learning disabilities, mild cognitive delay or no
causative disability but are disabled by a lack of literacy skills
• may be characterized by a lack of motivation and interest,
avoidance of print and reading tasks, very low self esteem and
dependence on external clues, classmates and teachers for any
successful interpretation of print
Specific curriculum outcomes and suggestions for teaching and
learning are organized around three main reading functions:
reading and writing to learn, reading and writing to function in
society, and reading and writing to satisfy personal interests.
English 1200 must be taken either prior to or concurrently with
English 1202. Students cannot obtain credit for English 1200 if
they have successfully completed English 1202.
Authorized Learning
Resources
English 1200: A Curriculum Guide
Reading and Writing for Success (student text)
99
SENIOR HIGH
English 1201
English 1201 is an academic course, designed for the majority of
students entering Level I of senior high school. The study of
language and experiences with a broad range of literature and
media texts will enable students to reflect on their own learning
strategies as they continue to develop confidence as language users.
The study of texts will include a cross section of articles, poetry,
short prose, plays, novels and visuals, and will focus especially on
identities -- understanding ourselves, our communities and our
cultures. While opportunities are provided for students to develop
imaginative, narrative and poetic texts, there will be a focus on
reflective journal responses, reports, editorials, and argumentative/
persuasive essays reflecting evidence of research. English 1201 also
emphasizes proficiency in the use of oral language for a variety of
purposes. Speaking and listening experiences include:
• conversation and focused discussion with an identifiable
purpose such as brainstorming, speculating, problem solving
• structured activities and presentations such as symposia,
debates, public speaking, reports, panel discussions, interviews,
seminars, and small group interaction
• dramatic representations and the performance of texts, for
example, monologues, role playing, individual and choral
performance, readers’ theatre
• focused listening activities to interpret and evaluate ideas and
information from a range of sources
Authorized Learning
Resources
Anthologies
Land, Sea, and Time - Book 1
Land, Sea, and Time - Book 1 (teacher's guide)
SightLines 10
SightLines 10 (teacher's guide, Atlantic Edition)
Drama
A Midsummer Night’s Dream
A Midsummer Night’s Dream (teacher's guide)
Language
ResourceLines 9/10
Novels
Joan Clark, The Dream Carvers
Lois Lowry, The Giver
Kevin Major, Eating Between the Lines
100
SENIOR HIGH
Cassie Brown, Death on the Ice
Harper Lee, To Kill a Mockingbird
George Orwell, Animal Farm
Charles Dickens, A Christmas Carol
Kevin Major, No Man’s Land
English 1202
English 1202 is designed for students entering senior high school
who have demonstrated difficulties with reading, writing, speaking
and listening. The pace, scope, emphases, and resources of
English 1202 will allow students to build on their ability to read,
view, and respond to a variety of texts, and to express their ideas
and understandings through writing, speaking, and other ways of
representing meaning. It is especially important that experiences
in this course be based on the interests, abilities, and learning
needs of the students.
Specifically, English 1202 provides experiences which enable
students to:
• meet the literacy demands of the outside world
• be aware of ways in which language can entertain, inform, and
•
•
•
•
influence others
adapt their language to suit their purpose
have a sound basic knowledge of how to use English
extend their thinking through exploring a range of issues
use language to the best of their ability in working toward the
full range of curriculum outcomes
English 1202 should be flexible enough to allow learners, based
on their performance, to move to academic courses.
Authorized Learning
Resources
Anthologies
Crossroads 10
Crossroads 10 (teacher’s guide)
Drama
Collected Searchlights and Other Plays
Language
ResourceLines 9/10
101
SENIOR HIGH
Novels
Ken Ball, In the Heat of the Night
Cassie Brown, Death on the Ice
Joan Clarke, The Dream Carvers
Paul Gallico, The Snow Goose
Lois Lowry, The Giver
Kevin Major, Eating Between the Lines
Paul Zindel, The Pigman
English 2201
English 2201 is an academic course intended for students whose
goals include post-secondary academic study. English 2201
emphasizes literary texts and is intended to enable students to be
analytical and critical readers and viewers and to give detailed
accounts of complex and sophisticated texts. Students are required
to examine and evaluate ideas and style in materials studied and in
their own work. Students will also be expected to express
themselves precisely and to use technology and multimedia
applications to solve problems and conduct inquiries. Emphasis
will be placed on exposure to and use of a wide variety of styles
found in texts from various places and periods, including:
• poetry, novels, short prose, plays, and myths from different
times, cultures, and places
• research papers
• film, video, radio, television and live drama
• multimedia texts, data bases, CD-ROM reference sources, and
newsgroups
Authorized Learning
Resources
Write Traits Kit - Advanced Level II
Anthologies
Echoes 11 (with teacher's guide and audio CD)
Land, Sea, and Time - Book 2 (with teacher's guide)
Drama
The Tempest
Twelfth Night
Julius Caesar
The Theban Plays
Language
Reference Points 11/12
102
SENIOR HIGH
Novels
Ray Bradbury, Fahrenheit 451
Charles Dickens, A Tale of Two Cities
Charles Dickens, Oliver Twist
William Golding, Lord of the Flies
Seabastian Junger, The Perfect Storm
Bernice Morgan, Random Passage
Eric Remarque, All Quiet on the Western Front
J.R.R. Tolkein, The Hobbit
Elie Wiesel, Night
Non-fiction
Elizabeth Goudie, Woman of Labrador
Cassie Brown, A Winter's Tale
English 2202
English 2202 is intended for students who continue to
demonstrate difficulty with reading, writing, speaking, and
listening. English 2202 engages students in practical and
interesting learning experiences closely related to their lives and to
the work they will experience as adults. These experiences are, as
far as possible, based on the interests and abilities of the students,
thereby providing support to meet their individual and diverse
learning needs. Specifically, English 2202 provides experiences
which enable students to:
• understand ways in which language can entertain, inform, and
•
•
•
•
•
•
•
•
•
influence others
adapt their language to suit their purposes
have a sound basic knowledge of how to use English and its
conventions in their daily lives
extend their thinking by exploring a range of issues
use language to the best of their ability in working towards the
full range of curriculum outcomes
explore and investigate social, political, ethical, and economic
issues
respond to other points of view
study and produce various forms of writing, particularly nonnarrative forms used in student groups, family units, service
organizations, political organizations, and business
communities, including letters of application, request, and
letters to the editor
reconstruct messages in the form of minutes, reports, press
releases, informal and formal oral presentations
practise oral communications related to the world of work (e.g.,
job interviews)
103
SENIOR HIGH
Authorized Learning
Resources
Anthologies
Between the Lines (with teacher's guide)
Drama
Language
Communicate!
Novels
Willliam Bell, Zack
Isabelle Holland, Man Without a Face
James Houston, Whiteout
Walter D. Myers, Hoops
T.H. White, The Sword in the Stone
Conrad Richter, The Light in the Forest
Non-fiction
Christy Brown, My Left Foot (non-fiction)
Elizabeth Goudie, Woman of Labrador (non-fiction)
Writing 2203
Writing 2203 is designed to accommodate a wide range of student
interests and abilities. It offers students an opportunity to explore
writing as a means of personal expression as well as a method of
communication. The course provides opportunities for students
to develop a portfolio of written products under the following
categories:
• transactional writing, including electronic texts (e.g., essays,
letters, editorials, e-mail, Web pages)
• poetic writing (e.g., poems, short stories, one-act or multi-act
plays; radio, video or TV scripts)
• expressive writing (e.g., journals, letters)
Writing 2203 will provide opportunities for students to:
• explore their creative expression
• practise and refine their expository writing
• enhance their precision with written expression
104
SENIOR HIGH
The emphasis throughout the course is on the improvement and
refinement of students’ writing through extended practice.
Writing is viewed as a process involving a range of strategies.
Students are expected to demonstrate a commitment to the
crafting of a range of writing and to use technology to effectively
serve their communication purposes.
Authorized Learning
Resources
Canadian Literature
2204
Authorized Learning
Resources
Writing 2203: A Curriculum Guide
Reference Points (student text)
Write Traits Kit - Advanced Level I and Advanced Level II
The course explores Canadian literature using a regional approach.
Poems, stories, essays, plays, and novels about Atlantic Canada,
Québec, Ontario, the Prairies, the West Coast, and the North are
studied, with a special focus on the Atlantic region.
Course Description
Drama - Boneman
Poetry - Tracing One Warm Line (student text)
Short Story - Heartland (with teacher’s manual)
Our Bit of Truth: An Anthology of Canadian Native Literature
(teacher reference)
Choice Atlantic (student text)
The Oxford Anthology of Canadian Literature
Three of the following novels:
I Heard the Owl Call My Name (British Columbia)
Such Is My Beloved (Ontario)
Barometer Rising (the Atlantic region)
Honour the Sun (Native)
Whiteout (North)
The Hockey Sweater and Other Stories (Quebéc)
English 3201
English 3201 is an academic course intended for students whose
goals include post-secondary academic study. English 3201
emphasizes literary texts and is intended to enable students to be
analytical and critical readers and viewers and to respond to
complex and sophisticated texts orally and through writing and
other ways of representing.
105
SENIOR HIGH
English 3201 places greater emphasis on exposure to and use of a
wide variety of forms, including:
•
•
•
•
•
poetry (elegy, epic, sonnet, pastoral, free verse)
prose (allegory, biography, novels, short stories, literary essays)
drama (scripts, live drama, modern and classical plays)
essays, reports, research papers, editorials
multimedia, electronic mail, Internet texts
Students are required to respond to a wide variety of forms (media,
genres) and to demonstrate a knowledge and understanding of
language and literary forms. Students are expected to:
• study and give detailed accounts of complex and sophisticated
•
•
•
•
•
•
texts
be critical and reflective readers of literary texts
be analytical and critical viewers
be capable editors of their own and others' writing
examine the cultural contexts of works and their creators
write reflectively, critically and analytically about the ideas,
values and social efforts of their own and others' texts, crafting
written language in a range of forms, polishing stylistic skills
and writing with conviction
use a variety of communication technologies
Experiences in English 3201 should increase students' awareness
of:
• their global community
• their place in that community
• the impact their place in that community has on how they
view the world and texts in that world
• how language, form and other structures and elements of a text
are reflections of the culture in which it has been created
Authorized Learning
Resources
English 3201 Curriculum Guide
Drama
Macbeth (with teacher's guide)
Othello (with teacher's guide)
The Theban Plays
Anthologies
Echoes 12 (with teacher's guide and audio CD)
Land, Sea, and Time - Book 3 (with teacher's guide)
106
SENIOR HIGH
Handbook
Reference Points
Novels (2 for indepth study and 2 for extended reading)
Bernice Morgan, Waiting for Time
Margaret Laurence, The Stone Angel
Mark Twain, Huckleberry Finn
J.R.R. Tolkein, The Fellowship of the Ring
Jane Urquhart, Away
John Knowles, A Separate Peace
J.D. Salinger, Catcher in the Rye
Lillian Bouzanne, In the Hands of the Living God
Jeffery Archer, A Matter of Honour
Bram Stoker, Dracula
Non-Fiction
Thomas Keneally, Schindler's List
Wayne Johnston, Baltimore's Mansion
English 3202
English 3202 is intended to prepare students for lifelong learning
by engaging them in practical and interesting learning experiences
closely related to their lives and to the world that they will
experience as adults. Experiences in this course should be based
on the interests and abilities of the students and should provide
support to meet their individual and diverse learning needs.
Specifically, English 3202 provides experiences which enable
students to:
• interpret and analyze a range of narrative and non-narrative
•
•
•
•
•
•
texts (e.g., short fiction, drama, poetry) and technical
information (e.g., business documents, manuals)
read and view a range of texts including those electronically
produced (electronic mail, electronic bulletin boards, home
pages) aimed at extending reading for pleasure and for
information
undertake a more critical examination of a variety of texts
write in a range of forms that they might use in their adult lives
(e.g., business letters, reports, essays, forms)
reconstruct messages in the form of memoranda, summaries,
minutes
demonstrate a sound basic knowledge of how to use the
conventions of English in written and oral presentations
manipulate tone and appropriate details to suit particular
audiences
107
SENIOR HIGH
• apply problem-solving strategies and dynamics of social
discourse to work through various communication situations,
particularly those found in community and workplace
situations
• respond both personally and critically, orally and in writing, to
a range of texts
Authorized Learning
Resources
English 3202 Curriculum Guide
Drama
Anthology
Passages 12 (with teacher's guide, audio CD and assessment
CD)
Handbook
Communicate!
Novels (2 for indepth study and 2 for extended reading)
Walter Lord, A Night to Remember
Walter Dean Myers, Monster
John Steinbeck, Of Mice and Men
Stuart McLean, Stories from the Vinyl Café
Iain Lawrence, Wreckers
Non-Fiction
Cassie Brown, Standing into Danger
Folk Literature 3203
This course teaches an appreciation of traditional orally composed
and orally transmitted literature. It contributes to an
understanding of literary history, oral and written literary
techniques, and local, regional, national, and international cultural
traditions. The four major categories of folk literature - folk tales,
folk songs, folk drama, folk say - are studied.
Topics: The folk tale, legend and personal experience, narrative,
traditional songs, the folk ballad, rhymes and singing-ring games,
riddles, proverbs, folk metaphor, true folk drama, and the
monologue and the recitation.
Authorized Learning
Resources
108
Course Description
Teacher’s Guide: Folk Literature 3203
Folk Literature: Voices Through Time (student text)
SENIOR HIGH
Folklore of Canada (teacher reference) (previously supplied, out
of print)
The Viking Book of Folk Ballads of the English-Speaking World
(teacher reference) (previously supplied, out of print)
World Folktales: A Scribner Resource Collection (class set)
(previously supplied, out of print)
Theatre Arts 2200
This course focuses on the development of students’ personal
resources, communications and group skills, and leads to the
acquisition of basic performance skills supported by the necessary
stagecraft.
The general goals and purposes are to ask students to develop their
personal resources necessary for dramatic activities; to ask students
to develop their communication skills and group dynamic skills,
and, to ask students to be involved in the creation and
appreciation of dramatic art forms.
Authorized Learning
Resources
Course Description
Basic Drama Projects (student text)
Development Through Drama (teacher reference)
Interpretations (5 per school)
Stage Crafts (teacher reference)
Family Studies
Clothing 1101
Topics covered include: basic textiles, wardrobe planning, and
fabric and pattern selection. A sewing project is the main focus of
this course.
Authorized Learning
Resources
Course Description
Clothing: Fashion, Fabric & Construction (teacher resource)
Concepts in Clothing (class set) (previously supplied, out of
print)
Fashion: Colour, Line & Design (teacher resource) (previously
supplied, out of print)
109
SENIOR HIGH
Healthy Living 1200
Healthy Living 1200 is a broad-based, multi-disciplinary
curriculum that encourages students to take responsibility for
their lives by acting conscientiously in the present and by
establishing positive health practices that support and enhance
lifelong health.
Healthy Living 1200 provides opportunities for students to
examine and reflect on issues that affect their health and wellbeing. The four units are:
•
•
•
•
Active Living
Healthy Eating
Controlling Substances
Personal Dynamics
Specific Curriculum Outcomes
• The SCOs for each of the components of the course link to
General Curriculum Outcomes for Physical Education, Home
Economics/Family Studies, and Health which, in turn, link to
the Essential Graduation Learnings.
• The SCOs are addressed in each component for the course:
Active Lifestyles, Healthy Eating, Controlling Substances, and
Personal Dynamics.
Several Key Components of Healthy Living 1200 include:
• Participate in physical activity
• Examine health indicators and health practices
• Investigate relevant health topics
• Explore activities that improve life skills and enhance capability
to positively affect health and well-being
• Develop a Personal Strategic Health Plan
• It is recommended that 30 - 45 % of class time be allocated to
physical activity.
Authorized Learning
Resources
110
Healthy Living 1200 Curriculum Guide (2002)
LIFECHOICES: Healthy and Well (student resource)
LIFECHOICES: Healthy and Well (teacher resource)
Concepts of Physical Fitness with Laboratories (1 per teacher)
Money Smarts Learning Resource (previously supplied)
Newfoundland Heart Health Leadership Manual and video
Smoking Sucks Ad Campaign Resource (video and teacher guide)
SENIOR HIGH
Nutrition 2102
Through Nutrition 2102, students will closely examine the role of
nutrients in food and how they affect overall growth and
development. They will also gain skills in how to choose the
healthiest food based on lifecycle needs, health status, economic
circumstances and lifestyle. A focus on preparation techniques will
better prepare students for the time in their lives when food
choices become their responsibility.
The three curriculum units for Nutrition 2102 are: Food Choices
and Nutritional Needs; Food Selection, Preparation and Storage;
and, Menu and Meal Planning. Food laboratories are part of this
course with a minimum requirement of eight lab experiences.
Labs are to be chosen in accordance with the guidelines outlined
in the appendix of the curriculum guide.
While Nutrition 2102 is not a prerequisite for Nutrition 3102,
the learner will have a better appreciation of the content of the
latter when both courses are taken.
Authorized Learning
Resources
Nutrition 2102 and 3102 Curriculum Guide, Interim Edition,
2007
Food for Today (student and teacher text)
Food for Today (teacher resource)
Food and Nutrition Sciences Lab Manual
Food and Nutrition Sciences Answer Key
Food Replicas
Nutritional Value of Some Common Foods (Health Canada)
Modern Food Biotechnology: Principles and Perspectives
Food Safety DVD
Dr. Richter’s Fresh Produce Guide
Human Dynamics
2201
This course is made up of four components: Family as Ecosystem
(11 hours), Relationships (28 hours), Parenting and Child
Development (60 hours), and Financing Your Dreams (21 hours).
In the first component, Family as Ecosystem, students are
provided with opportunities to explore their roles as family
members. Attention is given to the place of family in the larger
social, political and economic system and the ability of individuals
to adjust and change to ensure the sustainability of the system. In
the Relationship component, students examine the types of
relationships in which they are involved; how customs, values and
beliefs impact relationships; and strategies and options for dealing
with issues in relationships. In Parenting and Child
Development, the focus is on the care of infants through use of an
111
SENIOR HIGH
infant simulator, a pivotal component of the course. There is also
emphasis on the physical, emotional, social and intellectual
development of children. Students are provided with
opportunities to identify strategies for responding to the needs of
children, address challenging situations which face parents and
care givers, and propose ways to positively affect childhood
development. The final component, Financing Your Dreams,
concentrates on understandings, skills and abilities related to
financial planning and management with an accent on issues that
will assist young people to make the transition from high school to
careers and lifelong learning.
Authorized Learning
Resources
Nutrition 3102
Human Dynamics 2201 Curriculum Guide (2004)
RealCare ® Baby II and Baby Think It Over ® Program
LIFECHOICES: Relationships (student resource)
LIFECHOICES: Relationships (teacher resource)
LIFECHOICES: Venturing Out (student resource)
LIFECHOICES: Venturing Out (teacher resource)
Parenting in Canada: Human Growth and Development (teacher
resource)
Profiling Canada’s Families II (teacher resource)
Out of the Dark: Youth and Depression (video) - previously
supplied to schools
Choices for Positive Youth Relationships (video and instructor’s
guide) - previously supplied to guidance counsellors
A New Life Series - set of booklets (teacher resource)
Standards and Guidelines for Health in Child Care Settings
(teacher resource)
It Only Takes a Moment: Shaken Baby Syndrome (video)
Money and Youth (student and teacher guides) - previously
supplied to schools
Nutrition 3102 draws the learner toward an examination of overall
health and how a variety of factors come into play. Such influences
as media, lifestyle and medical history are examined. From a
national and global perspective, food is studied in terms of its
production, technological advances and security. The learner will
be able to see the role that he/she can play locally, nationally and
internationally to help manage resources and to action plans to
ensure a safe, secure food system.
The three units for Nutrition 3102 are: Food, Nutrition and
Health; Food Technology and Production; and, Food Security.
Food laboratories are part of this course with a minimum
112
SENIOR HIGH
requirement of eight lab experiences. Labs are to be chosen in
accordance with the guidelines outlined in the appendix of the
curriculum guide.
Authorized Learning
Resources
Textiles 3101
Nutrition 2102 and 3102 Curriculum Guide, Interim Edition,
2007
Food for Today (student and teacher text)
Food for Today (teacher resource)
Food and Nutrition Sciences Lab Manual
Food and Nutrition Sciences Answer Key
Food Replicas
Nutritional Value of Some Common Foods (Health Canada)
Modern Food Biotechnology: Principles and Perspectives
Food Safety DVD
Dr. Richter’s Fresh Produce Guide
Emphasis is on textiles, fibres, yarns, fabrication methods and
finishes, and on the application of this knowledge in consumer
decision making.
Topics: technology of textiles, sociological and aesthetic aspects of
clothing, career opportunities.
Authorized Learning
Resources
Course Description
Clothing: Fashion, Fabric & Construction (teacher resource)
Fabric Data (1 per 3 students) (previously supplied, out of
print)
Textile Experiments: A Teacher’s Manual (previously supplied,
out of print)
Fashion: Colour, Line & Design (teacher resource)
Guidance
Peer Counselling
2101
Authorized Learning
Resources
This course focuses on counselling skills, teen issues, and
networking.
Course Description
Peer Power, Book 1
113
SENIOR HIGH
Mathematics
Mathematics 1204
This course is intended for all students who plan to do academic
or advanced mathematics at level II. Mathematics 1204 is
designed to accommodate the majority of students coming from
the intermediate mathematics program. Success in Mathematics
1204 is unlikely if a student has not successfully completed Grade
9 mathematics. However, it is important that decisions regarding
placement in courses be done by looking at individual student
profiles as opposed to establishing arbitrary cut off grades.
Topics: Data management, networks and matrices, patterns,
relations, equations and predictions, modeling functional
relationships, right triangle trigonometry, the geometry of
packaging, and linear programming.
Note: Credit may NOT be obtained for Mathematics 1204 if a
student has obtained credit for Mathematics 1300 or Advanced
Mathematics 1201.
Authorized Learning
Resources
Mathematics 2204
114
Mathematics 1204 Curriculum Guide (2005)
Mathematics 1204 - Supporting/Companion Document
Mathematical Modeling: Book 1 (student book and teacher's
resource)
Curriculum and Evaluation Standards for School Mathematics NCTM
Problem-Solving Experiences in Algebra (previously supplied, out
of print)
Problem-Solving Experiences in Geometry (previously supplied,
out of print)
Problems, Problems, Problems, Vol. 1 and 2 (previously supplied,
out of print)
Get It Together: Math Problems for Groups (previously supplied,
out of print)
Graphing calculators
Success in Mathematics 2204 is dependent upon knowledge and
skills obtained in Mathematics 1204. This is the second course in
the Mathematics 1204/2204/3204 sequence. This course covers
the same topics as Mathematics 2205, the main difference being
the depth of treatment. Mathematics 2204 and 3204 can be
done in either order to accommodate flexibility in delivery of
programs in small schools.
SENIOR HIGH
Topics: Equations in 3-space, sinusoidal functions, trigonometric
equations, statistics, trigonometry and its applications, and an
independent study unit.
Note: Credit may NOT be obtained for Mathematics 2204
AFTER obtaining credit for Mathematics 2205.
Authorized Learning
Resources
Mathematics 3204
Mathematics 2204/2205 Curriculum Guide (2002)
Mathematics 2204/2205 - Supporting/Companion Document
resource)
of print)
out of print)
out of print)
out of print)
skills obtained in Mathematics 1204. This is the third course in
the Mathematics 1204/2204/3204 sequence. It covers the same
topics as Mathematics 3205, the main difference being depth of
treatment. Mathematics 3204 and 2204 can be offered in either
order to accommodate flexibility in delivery of programs in small
schools.
Topics: Quadratics, exponential and logarithmic functions, circle
geometry, rate of change, and probability.
Authorized Learning
Resources
resource)
of print)
out of print)
out of print)
115
SENIOR HIGH
out of print)
Note: Credit may NOT be obtained for Mathematics 3204
AFTER obtaining credit for Mathematics 3205.
Advanced
Mathematics
Courses in this category are designed for students who
demonstrate an aptitude for mathematics. Students planning to
study mathematics-related subjects at a university or institute
should be encouraged to enrol in courses from this category.
Mathematics 2205
skills obtained in Mathematics 1204. This is the first course in
the advanced mathematics sequence. This course covers the same
topics as Mathematics 2204 but to a greater depth of treatment.
Topics: Equations in 3-space, sinusoidal functions, trigonometric
equations, statistics, trigonometry and its applications, and an
independent study unit.
Authorized Learning
Resources
Mathematics 3205
resource)
of print)
Problem-Solving Experiences in Geometry previously supplied, out
of print)
Problems, Problems, Problems, Vol. 1 and 2 previously supplied,
out of print)
Get It Together: Math Problems for Groups previously supplied,
out of print)
skills obtained in Mathematics 1204.
Topics: Quadratics, exponential and logarithmic functions, circle
geometry, rate of change and probability.
116
SENIOR HIGH
Authorized Learning
Resources
Mathematics 3207
Mathematics 3204/3205 Curriculum Guide
resource)
of print
out of print
out of print
out of print)
It is strongly recommended that students complete Mathematics
2204 or 2205 as well as Mathematics 3204 or 3205 before
Mathematics 3207. Students can do Mathematics 3207
concurrently with one of the previously listed courses. This is the
fourth course in the Advanced Mathematics Program and contains
essential algebra for success in post-secondary mathematics.
Topics: Sequences and series, functions, trigonometry, and
complex numbers.
Authorized Learning
Resources
Mathematics 3207 - Supporting/Companion Document
resource)
of print)
out of print)
out of print)
out of print)
117
SENIOR HIGH
Mathematics 3103
Students may do this course concurrently with Mathematics
2204/2205 or Mathematics 3204/3205. The course is designed
for academic mathematics students who have plans for postsecondary which involves the study of mathematics. There is some
overlap between Mathematics 3207 and Mathematics 3103 and
normally students would choose one or the other.
Topics: Number concepts and skills, polynomial equations,
algebraic expressions, and rearranging formulas, functions,
compositions, and inverses.
Authorized Learning
Resources
Mathematics 3103 Student Guidebook
of print)
out of print)
out of print)
out of print)
Note: This course is dependent on a variety of recommended
resources which have already been supplied to schools for other
implementations. The curriculum guide also suggests a variety of
websites where additional support materials can be found.
Practical
Mathematics
The courses in this category are designed to emphasize the
practical and social aspects of mathematics. These courses deal
with many of the same topics as the academic mathematics courses
with less depth and breadth of coverage.
Mathematics 1206
This is the first course in the Mathematics 1206/2206/3206
program. It is designed to accommodate students who have
struggled with the Intermediate Mathematics Program. It may
also be suitable for students who have received a modified Grade 9
mathematics program as long as the modification has not been
extreme. This course is topic-aligned with Mathematics 1204.
Students who achieve well in Mathematics 1206 will have the
option of moving to the Academic program in subsequent years or
continuing with the subsequent courses from this program.
118
SENIOR HIGH
Decisions regarding placement in courses should be done by
looking at individual student profiles as opposed to establishing
arbitrary cut off grades.
Topics: Data management, networks and matrices, patterns,
relations, equations, and predictions, modeling functional
relationships, right triangle trigonometry, and the geometry of
packaging.
Authorized Learning
Resources
Mathematics 2206
Authorized Learning
Resources
Mathematics 3206
Authorized Learning
Resources
Music
Mathematics 1206 Supporting/Companion Document
Constructing Mathematics - Book One
• student resource
• teacher resources
skills obtained in Mathematics 1206. Topics: Decision making in
consumer situations, applications of trigonometry, statistics,
introduction to linear programming, and an independent study
unit.
Constructing Mathematics - Book 2 (student resource and teacher
resource book)
skills obtained in Mathematics 1206. Topics: Patterns, quadratics,
exponential growth, circle geometry, and probability.
Mathematics 3206 Supporting/Companion Document
Constructing Mathematics: Book 3 (student resource and teacher
resource book)
The Senior High Music curriculum is designed to serve a wide,
general student population of differing abilities, skill levels, and
interests. The three course areas provide for individual skill
development through study of an instrument or voice; group and
119
SENIOR HIGH
individual skill development through participation in larger
performing ensembles such as choir, band, or orchestra; and the
development of musical understandings through a general music
course which involves a variety of musical activities and a broad
range of topics.
Experiencing Music
2200
This course is designed to assist students in responding
emotionally and intelligently to a wide range of music
representative of many styles and cultures. Students experience
music in as many ways as possible through each of the modes of
musical activity, e.g., performing, creating, and listening.
Students investigate the use of technology in music production
and the relationships between various styles of music, music and
culture, and between music and other art forms. This course is a
practical study of music in which active involvement with various
aspects of music is encouraged.
Students experience and understand music through three content
areas: Contexts of music - historical, technological, cultural, social,
affective, human, economic, religious, political; Elements of
music- melody, rhythm, harmony, form, timbre, texture, text,
acoustic/science of sound, expressive devices; Styles of music world music, jazz, rock, folk, art music, musical theatre, country
and western, alternative/avant-garde.
Experiencing Music 2200 is available to all students at any level
regardless of previous musical experience.
Authorized Learning
Resources
120
Music! Its Role and Importance in Our Lives - 6th Edition
• Student Text
• Teacher’s Edition
• Teacher’s Resource Binder
• Audio Library (15 CD set)
• Command Performances DVD
Instructional Software is approved for a $400.00
reimbursement. Please see the curriculum guide for
information on ordering and reimbursement. Schools wishing
to purchase software not listed should contact the Program
Development Specialist responsible for Music at the
Department of Education. The following software is approved
for the $400 reimbursement:
• Band in a Box Pro (PG Music)
• Cubase Score/Cubase Audio (Steinberg)
• Cakewalk Pro (Twelve Tone Systems) - Windows
SENIOR HIGH
•
•
•
•
•
•
•
•
•
Finale (Coda)
Print Music (Coda)
Jammer Pro (Sound Trek)
Encore (Passport)
Master Tracks Pro (Passport)
MusicTime (Passport)
Vision/EZ Vision (Opcode) - Mac
Musicator - Windows
Clip Creator (AABACA) - Mac
Theory/Ear Training
• Music Lessons (MiBac)
• Play It By Ear (Ibis) - Windows
• Alfred's Essentials of Music Theory
• Rhythm Ace (Ibis) - Windows
• Practica Musica (ARS) - Mac
• Claire: The Personal Music Coach (Opcode) - Mac
CD-ROMS/Videos are approved for a $200.00 reimbursement.
Please see the curriculum guide for information on ordering
and reimbursement. CD-ROMS/Videos should relate to
Contexts, Elements, Styles (as outlined in the curriculum guide).
For further information contact the Program Development
Specialist responsible for Music at the Department of
Education.
The following videos are available on a loan basis from the
Provincial Information and Library Resources Board:
Eternal Earth
In the Key of Oscar
The History of Rock and Roll (parts 1-10)
Applied Music 2206/
3206
These courses offer students the opportunity to develop musical
skills, understandings and competencies as instrumentalists and/or
vocalists through individual and small group experiences. Applied
Music may be offered as separate classes in the following applied
areas: Voice, Piano/Keyboard, Guitar, Strings, Winds (Brass/
Woodwinds), Percussion. Students will develop musicianship,
literacy skills, and musical and theoretical understandings through
the performing medium of their choice. This comprehensive
approach will allow students to integrate the practical, theoretical,
and conceptual aspects of music.
Students acquire generic performing skills related to all applied areas
- phrasing, articulation, intonation, tone quality, expressive
devices, interpretation, style; specific performing skills unique to the
121
SENIOR HIGH
individual applied area; and theoretical concepts - elements of
music (rhythm/meter, melody, harmony, form), musical literacy,
and appropriate symbols and terms.
These courses are available for beginning students as well as those
with prior experience.
Authorized Learning
Resources
Ensemble
Performance 1105/
2105/3105
See the curriculum guide for a listing of authorized resources
and information on ordering and reimbursement. For further
information, contact the Program Development Specialist
responsible for Music at the Department of Education.
These courses provide the opportunity for students to perform in a
group context, e.g., choir, band, or orchestra and are divided into
three levels in which musical concepts are revisited as technical
skills are refined. The three levels are progressive for the individual
student through the introduction of new and varied repertoire
each year. Students learn about music by making music.
Students acquire performance and musicianship skills, rehearsal
and performance behavior, an understanding of conducting
gesture and other forms of nonverbal communication, production
of sound, and appreciation of music as an art form through
ensemble performance.
Authorized Learning
Resources
Course Description (1993)
Scores/class sets. See the course description for information on
resources, ordering and reimbursement. For further
information, contact the Program Development Specialist
responsible for Music at the Department of Education.
Physical
Education
Healthy Living 1200
Healthy Living 1200 is a broad-based, multi-disciplinary
curriculum that encourages students to take responsibility for
their lives by acting conscientiously in the present and by
establishing positive health practices that support and enhance
lifelong health.
Healthy Living 1200 provides opportunities for students to
examine and reflect on issues that affect their health and wellbeing. The four units are:
• Active Living
• Healthy Eating
122
SENIOR HIGH
• Controlling Substances
• Personal Dynamics
Specific Curriculum Outcomes
• The SCOs for each of the components of the course link to
General Curriculum Outcomes for Physical Education, Home
Economics/Family Studies, and Health which, in turn, link to
the Essential Graduation Learnings.
• The SCOs are addressed in each component for the course:
Active Lifestyles, Healthy Eating, Controlling Substances, and
Personal Dynamics.
Several Key Components of Healthy Living 1200 include:
• Participate in physical activity
• Examine health indicators and health practices
• Investigate relevant health topics
• Explore activities that improve life skills and enhance capability
to positively affect health and well-being
• Develop a Personal Strategic Health Plan
• It is recommended that 30 - 45 % of class time be allocated to
physical activity.
Authorized Learning
Resources
Physical Education
2100/2101
Healthy Living 1200 Curriculum Guide (2002)
LIFECHOICES: Healthy and Well (student resource)
LIFECHOICES: Healthy and Well (teacher resource)
Concepts of Physical Fitness with Laboratories (1 per teacher)
Money Smarts Learning Resource (previously supplied)
Newfoundland Heart Health Leadership Manual and video
Smoking Sucks Ad Campaign Resource (video and teacher guide)
Physical Education 2100 and 2101 are activity based courses
lifestyles.
Specific Curriculum Outcomes and Movement
Categories
Physical Education 2100/2101 specific curriculum outcomes
address the three dimensions of Movement.
• Psychomotor (Moving and Doing)
• Cognitive (Understanding and Applying)
• Affective (Cooperation and Responsibility)
123
SENIOR HIGH
Students will:
• Learn and develop movement skills that permit and motivate
students to participate regularly in lifelong physical activity
• Be involved in choosing activities in which they participate
• Build an understanding that personal fitness/wellness is within
their control
• Develop confidence, motivation and responsibility to lead an
active lifestyle
• Develop cooperative skills and strategies
• Assume increasing levels of personal responsibility for actions
and choices as they develop cooperative and leadership skills
Several key features of Physical Education 2100/2101 that will
appeal to students are:
• The involvement of students in selecting the activities in which
they will participate
• Participation in a variety of activities
•
•
•
•
- Fitness activities and experiences
- Team-building and cooperative games and activities
- Rhythmic activities
Student support resource for senior high physical education
that complements work in the gym/outdoors.
Students establish wellness/fitness levels, set goals and work
towards achieving goals
Individual goal-setting and student-centred assessment
The potential for each student to achieve a high degree of
success
Student Support Resource
The Active For Life – Physical Education in Newfoundland and
Labrador student text is an integral component of the
Newfoundland and Labrador Senior High School Physical
Education curriculum. This resource complements the fitness and
other related activities students complete in both gymnasium and
outdoor settings.
Students will have the opportunity to plan, implement and assess
the progress of their personalized fitness goals and plans with the
information, planning tools and templates presented in the text.
There is a minimum requirement of activities that must be
covered throughout the courses; much choice exists for each
physical education class to develop and participate in a unique
experience. It is through guided participation in the activities that
students will meet the curricular outcomes.
124
SENIOR HIGH
The activities are organized into three Movement Themes from
which activities are chosen:
1 Individual/Dual Games and Activities
2. Games/Other Movement Activities
3. Alternative Activities and Settings
Physical Education 2100 Movement Themes and Requirements
Movement Theme
Minimum # of
Maximum # of
Minimum # of Activities classes/time per THEME classes/time per ACTIVITY
Individual/Partner
Games and Activities
Fitness
+ 1 other selection
5 classes or 275 minutes per
selection
8 classes or 440 minutes
Games/Group Activities
Team Building
+ 1 other selection
selection
Alternative Activities
Rhythmic Activities
+ 1 other selection
selection
Other Choices
From any category
From any category
selection
Movement Theme
Minimum # of
Maximum # of
Individual/Partner
Games and Activities
Fitness
+ 1 other selection
selection
Games/Group Activities
Cooperative Games
+ 1 other selection
selection
Alternative Activities
Any two selections
from alternative
selection
Other Choices
From any category
From any category
selection
Notes:
• Through participation in activities, curricular outcomes will be
achieved.
• Much latitude exists for each school and each physical
education class to develop and participate in a unique physical
education experience.
• Teachers and students will work collaboratively in choosing
activities that are relevant and meaningful.
Authorized Learning
Resources
Active For Life - Physical Education in Newfoundland and
Labrador (student resource)
Physical Education 2100/2101 Curriculum Guide, Interim
Edition
125
SENIOR HIGH
More Team Building Challenges
Fitness for Life, 5th Edition
Gameskills: A Fun Approach to Learning Sport Skills
Quality Lesson Plans for Secondary Physical Education
Multicultural Folk Dance Treasure Chest - Vol. 1 and 2
The following learning resources have been provided
to all high schools
Fitness for Life Physical Activity Pyramid for Teens Poster
Adapted Games and Activities
Stretching/Flexibility Poster Set
Body Ball Handbook
Stretch Tubing Handbook
Body Ball Poster Pack (4 pack of 12" x 18" - laminated)
Stretch Tubing Poster (5 pack of 12" x 18" - laminated)
The Great Yoga Handbook
Dumbell Training Poster
Takraw: The Complete Instructional/Coaching Manual
Sepak Takraw: Just for Kicks - Video
Swiss Ball Exercises
Jump 2b Fitness
Abdominals Exercises
Rhythmic Activities and Dance, 2nd edition
Physical Education
3100/3101
Physical Education 3100 and 3101 are activity based courses
lifestyles.
Specific Curriculum Outcomes and Movement
Categories
Physical Education 3100/3101 specific curriculum outcomes
address the three dimensions of Movement.
• Psychomotor (Moving and Doing)
• Cognitive (Understanding and Applying)
• Affective (Cooperation and Responsibility)
126
SENIOR HIGH
Students will:
• Learn and develop movement skills that permit and motivate
students to participate regularly in lifelong physical activity
• Increase their involvement in choosing activities in which they
participate
• Develop their understanding that personal fitness/wellness is
within their control
• Develop confidence, motivation and responsibility required to
lead an active lifestyle
• Participate in a variety of outdoor activities and experiences
• Participate in a series of leadership activities and challenges
• Create and participate in a series of games and activities from
different cultures
Several key features of Physical Education 3100/3101 that will
appeal to students are:
• The variety of outdoor/adventure activities that take place in
alternative settings
• Student support resource for senior high physical education
that complements work in the gym/outdoors
• Students involvement in setting individuals and group goals,
creating and leading games and activities, selection of activities
• Increased level of student responsibility throughout the course
• Personal fitness planning
Student Support Resource
The Active For Life – Physical Education in Newfoundland and
Labrador student text is an integral component of the
Newfoundland and Labrador Senior High School Physical
Education curriculum. This resource complements the fitness and
other related activities students complete in both gymnasium and
outdoor settings.
Students will have the opportunity to plan, implement and assess
the progress of their personalized fitness goals and plans with the
information, planning tools and templates presented in the text.
There is a minimum requirement of activities that must be
covered throughout the courses; much choice exists for each
physical education class to develop and participate in a unique
experience. It is through guided participation in the activities that
students will meet the curricular outcomes.
127
SENIOR HIGH
The activities are organized into five Movement Themes from
which activities are chosen:
1.
2.
3.
4.
5.
Fitness Pursuites
Individual/Dual
Team/Group
Innovative
Alternative
Movement Theme
Minimum # of
Maximum # of
classes/time
per
THEME
classes/time
per ACTIVITY
Minimum # of Activities
Fitness Pursuits
1
Individual/Dual
1
Team/Group
1
Innovative
Creating Games/Activities
Alternative
Outdoor/Adventure category
+1 other from the alternative
theme
selection
selection
Movement Theme
Minimum # of
Maximum # of
Fitness Pursuits
1
Individual/Dual
1
Team/Group
Leadership and Cooperative
Activities
Innovative
Multicultural/International
Games
Alternative
Outdoor/Adventure category
+1 other from the alternative
theme
selection
selection
Teachers and students note that required activity selections differ
between the two courses.
Notes:
• Through participation in activities, curricular outcomes will be
achieved.
• Much latitude exists for each school and each physical
education class to develop and participate in a unique physical
education experience.
128
SENIOR HIGH
• Teachers and students will work collaboratively in choosing
activities that are relevant and meaningful.
Authorized Learning
Resources
Active For Life - Physical Education in Newfoundland and
Labrador (student resource)
Physical Education 3100/3101 Curriculum Guide, Interim
Edition
Physical Education 3100/3101 Teacher Handbook of Activities and
Lessons
Field Book for Canadian Scouting
Complete Physical Eucation Plans for Grades 7-12
Junkyard Sports
It's Not a Gym Anymore - Teaching Secondary School Students How
to Become Active
Co-Ed Recreational Games
Essentials of Team Building - Principals and Practices
The following learning resources have been provided
to all high schools
Fitness for Life Physical Activity Pyramid for Teens Poster
Adapted Games and Activities
Stretching/Flexibility Poster Set
Body Ball Handbook
Stretch Tubing Handbook
Body Ball Poster Pack (4 pack of 12" x 18" - laminated)
Stretch Tubing Poster (5 pack of 12" x 18" - laminated)
The Great Yoga Handbook
Dumbell Training Poster
Takraw: The Complete Instructional/Coaching Manual
Sepak Takraw: Just for Kicks - Video
Swiss Ball Exercises
Jump 2b Fitness
Abdominals Exercises
Rhythmic Activities and Dance, 2nd edition
129
SENIOR HIGH
Religious
Education
Ethical Issues 1104
This course examines various approaches by many religions to
ethical issues facing humanity.
Topics: Morality and Ethics, Worldviews, Family and Peer
Relationships, Media and Technology, Sexuality and Gender
Roles, Work, Spirituality, Life and Death, Creation and the
Environment, Peace and Security, Tolerance and Caring, Social
Justice.
Authorized Learning
Resources
Christian Writings
2104
Religious Education Interim High School Curriculum Guide
Worldviews: The Challenge of Choice (with teacher’s guide)
This course will particularly focus on studying the life of Jesus as
presented in the gospels, as well as examining the early foundation
of Christianity through the study of the life of Paul and his
writings.
Topics: Figures, Events and Themes from Hebrew and Christian
Scriptures, Formulation and Significance of Christian Scriptures,
The Content of Christian Scriptures: Miracles, Resurrection,
Pauline Writings.
Authorized Learning
Resources
World Religions
3101
Authorized Learning
Resources
130
Religious Education Interim High School Curriculum Guide
Jesus of History, Christ of Faith (with teacher’s manual) (out of
print)
World Religions 3101 is a study of the living belief systems:
Aboriginal Spirituality, Early Religions (Zoroastrianism, Jainism,
Taoism, Confucianism and Shinto), Hinduism, and Buddhism.
World Religions 3101 is not a prerequisite for World Religions
3106. Students may choose to complete one or both courses.
World Religions 3101/3106 Curriculum Guide
Exploring World Religions: The Canadian Perspective (with
teacher’s manual)
SENIOR HIGH
World Religions
3106
Authorized Learning
Resources
World Religions 3106 is a study of the living belief systems:
Judaism, Christianity, Islam, Sikhism, Religion Today (various
topics and reference to Baha'i). World Religions 3101 is not a
prerequisite for World Religions 3106. Students may choose to
complete one or both courses.
World Religions 3101/3106 Curriculum Guide
Exploring World Religions: The Canadian Perspective (with
teacher’s manual)
Science
Environmental
Science 3205
Environmental Science 3205 curriculum is aimed at students who
want to expand their knowledge and understanding of
environment-related issues and topics. This course is organized
into five units, each of which focuses primarily at the
Newfoundland and Labrador environment. These units of study
address such issues as how our interactions impact the
environment, how we can minimize our impact on the
environment, and how management and legislative process help
protect the environment for future generations.
Students who complete this course will be aware of environmentrelated careers and will be better prepared for entrance into college
and university programs leading to these careers.
Authorized Learning
Resources
Science 2200
Environmental Science 3205 Curriculum Guide (Interim Edition,
2008)
Toward a Sustainable Future: Challenges, Changes, Choices
(2008)
Online electronic resources available though CDLI
This course is the first of the Science 2200-Science 3200
sequence. The course will focus on life science (ecology and
sustainability) and earth science (weather) and will have a heavy
emphasis on the basic science of everyday phenomena. The
relevance of science will also be increased by an emphasis on an
activity-oriented approach to learning.
131
SENIOR HIGH
Authorized Learning
Resources
Science 3200
Authorized Learning
Resources
Science 1206
Authorized Learning
Resources
Biology 2201
Foundations for the Atlantic Canada Science Curriculum (1998)
Science 2200 Interim Curriculum Guide
Nelson Science 10 Concepts & Connections (with teacher's
resource)
Nelson Science 10 Concepts & Connections Student Record of
Learning
This course is the second of the Science 2200-Science 3200
sequence. The course will focus on introductory chemistry and
introductory physics (the study of motion). The course will
continue to emphasize the basic science of everyday phenomena.
The relevance of science will also be increased by an emphasis on
an activity-oriented approach to learning.
Science 3200 Interim Curriculum Guide (2005)
Nelson Science 10 Concepts & Connections (with teacher's
resource)
Nelson Science 10 Concepts & Connections Student Record of
Learning
This course develops fundamental concepts in each of the four
major content areas: Life Science, Earth and Space Science,
Chemistry, and Physics. Topics included in the course are
sustainability of ecosystems, weather, chemical reactions and
motion. It is intended to provide a broad scientific background
and help students prepare for other optional high school science
courses.
Atlantic Canada Science 1206 Curriculum Guide (2002)
Nelson Science 10 (with teacher's resource)
This course is common to all four Atlantic Provinces and is
intended to introduce students to more biological principles and
to lay the foundation for further studies in the discipline.
Topics: matter and energy for life, maintaining dynamic
equilibrium, population dynamics, bioenergetics, and
homeostasis.
132
SENIOR HIGH
Authorized Learning
Resources
Biology 3201
Biology 2201 Curriculum Guide (2003)
McGraw-Hill Biology (with teacher's resource)
intended to further develop biological concepts.
Topics: homeostasis, reproduction and development, genetic
continuity, and evolution.
Authorized Learning
Resources
Chemistry 2202
Biology 3201 Curriculum Guide (2004)
McGraw-Hill Biology (with teacher's resource)
This chemistry course is common to all four Atlantic Provinces
and is intended to further chemistry study by building on Science
1206.
Topics: stoichiometry, bonding, and organic chemistry.
Authorized Learning
Resources
Chemistry 3202
Chemistry 2202 Curriculum Guide (2003)
McGraw-Hill Chemistry (with teacher's resource)
ChemMedia Videodisc
Success in Chemistry 3202 is dependent upon knowledge and
skills obtained in Chemistry 2202. This course is common to all
four Atlantic Provinces and is intended to further develop
chemical concepts.
Topics: kinetics and equilibrium, acids and bases,
thermochemistry, and electrochemistry.
Authorized Learning
Resources
Chemistry 3202 Curriculum Guide (2005)
McGraw-Hill Chemistry (with teacher’s resource)
ChemMedia Videodisc
133
SENIOR HIGH
Earth Systems 3209
Authorized Learning
Resources
Physics 2204
This course provides an introduction to Earth System Science.
Students will view earth dynamics as the result of interactions
between the geosphere, the hydrosphere, the atmosphere, and the
biosphere. The course contains a strong laboratory component
and a major project is required.
Earth Systems Curriculum Guide, 1999
Earth, an Introduction to Physical Geology, 1st Canadian Edition,
Tarbuck, Lutgens, and Tsujita
• student text
• instructor’s CD-Rom
intended to further physics study, building on Science 1206.
Topics: kinematics, dynamics, work and energy, and waves.
Authorized Learning
Resources
Physics 3204
Physics 2204 Curriculum Guide (2002)
Physics: Concepts and Connections (with teacher’s resource)
Success in Physics 3204 is dependent upon knowledge and skills
obtained in Physics 2204. This course is common to all four
Atlantic Provinces and is intended to further develop physical
concepts.
Topics: force, motion and energy fields, and modern physics.
Authorized Learning
Resources
Physics 3204 Curriculum Guide (2004)
Physics: Concepts and Connections (with teacher's resource)
Social Studies
Canadian History
1201
This course focuses on the history of Canada from the late 1890s
to the close of the 20th Century.
Topics:
• Canada at the Turn of the 20th Century
• Canada in the First World War
• Interwar Period in Canada
134
SENIOR HIGH
• Canada, the Second World War and its Aftermath
• Canada Matures: Growth in the Post-war Period
• New Directions in Canada
Authorized Learning
Resources
Canadian History 1201 Curriculum Guide (1996)
(1998)
Canadian History: 1900-2000 (with teacher's resource) (2000)
Historica Minutes (DVD; 1 per classroom)
Teacher Reference
Canada: A Nation Unfolding (with teacher’s resource) (1994)
Canadian
Geography 1202
Authorized Learning
Resources
Canadian Issues
1209
Authorized Learning
Resources
This course is an introductory study of Canadian geography.
Topics: land and waterforms, weather and climate, Canadian
ecosystems, land resources, ocean resources, secondary processing
of primary resources, the tertiary sector, population, built
environments, linkages, interdependence.
Canadian Geography 1202 Curriculum Guide (1996)
(1998)
Canada: Land of Diversity, 3rd edition (with teacher’s guide)
(1996) OR Contact Canada, 2nd edition (with teacher’s guide)
(1996)
E-STAT CD-ROM, Statistics Canada
A Curriculum Framework for Social Studies: Navigating the Future
(1993)
This course is an indepth examination of certain national concerns.
Topics: cultural social issues: multiculturalism, human rights,
racism, aging; political legal processes: labour and management,
Canadian economy concerns: regional economic development and
disparity, entrepreneurship, employment and unemployment.
Canadian global concerns: Canada and peace, Canada and
international trade, international relations, Canadian interest
groups.
Course Description (revised edition, 1989)
Canada Today (1988, with teacher’s manual) (out of print)
(1993)
135
SENIOR HIGH
Canadian Economy
2203
This course is an introductory study of economics. It examines
the fundamental principles and concepts of economics and makes
application at both the national and global level.
Topics: fundamental principles of economics, economic systems,
demand and supply, market structures, role of government,
distribution of income, sustainable development, trade, and global
economics.
Authorized Learning
Resources
Canadian Law 2104
Authorized Learning
Resources
Canadian Law 2204
136
Canadian Economy 2203 Curriculum Guide (2004)
(1998)
Economics Now: Analayzing Current Issues (2002, Oxford
University Press, with teacher's edition)
Responsible Citizenship and Canada's Tax System (teacher's
This course provides students with an introduction to Canadian
Law. It consists of three required units: the foundations of law in
Canada, criminal law and the trial process, and civil law and the
law of torts.
Canadian Law 2204/2104 Curriculum Guide (2005, Interim
Edition)
(1998)
Law in Action (2002, with teacher’s resource)
Canadians and Their Government: A Teacher Guide (teacher's
resouce, 1 per classroom)
For the Record: The Youth Criminal Justice Act (teacher's resource;
1 per classroom)
Try Judging (teacher's resource; 1 per classroom)
This course provides students with an introduction to Canadian
Law. It consists of the three required units of Canadian Law 2104
as well as three additional units of study. Topics include: the
foundations of law in Canada, criminal law and the trial process,
civil law and the law of torts, specific criminal offences, specific
applications of civil law and intentional torts, investigation and
arrest, contract law, family law, young people and the law, human
rights and the law and Aboriginal law.
SENIOR HIGH
Authorized Learning
Resources
World History 3201
Canadian Law 2204/2104 Curriculum Guide (2005, Interim
Edition)
(1998)
Law in Action (with teacher’s resource) (2002)
Canadians and Their Government: A Teacher Guide (teacher's
resouce, 1 per classroom)
For the Record: The Youth Criminal Justice Act (teacher's resource;
1 per classroom)
Try Judging (teacher's resource; 1 per classroom)
This course focuses on the twentieth century.
Topics:
• World War I
• Post-War Challenges and Changes
• International Tensions During the 1930s and World War II
• The Cold War
• Regional Development in Post-World War II Africa, Asia and
the Middle East
• Challenges of the Modern Era
Authorized Learning
Resources
World Geography
3200
World History 3201 Curriculum Guide (2001)
20th Century Viewpoints, 2nd edition (with teacher’s guide)
(2004)
A Map of the Modern World - teacher’s reference
(1993)
This course is designed to accommodate students who require a
social studies world studies credit but would find an honours
social studies course very challenging.
Topics: basic concepts of major land and waterforms, weather,
climate, ecosystems, resources, population patterns and their
impact on settlement, and urbanization.
Authorized Learning
Resources
World Geography 3200 Curriculum Guide (2004)
(1998)
World Geography (1992, Oxford publication, with teacher’s
edition)
(1993)
137
SENIOR HIGH
World Geography
3202
This course focuses on four organizational themes including:
Physical Earth, Human Response, Built Environment, and
Economic Development.
This honours course examines the relationship between humans
and the environment and how this relationship finds expression in
activities that are spatially organized.
Authorized Learning
Resources
World Geography 3202 Curriculum Guide (2004)
(1998)
World Geography (1998, Oxford publication, with teacher’s
edition)
(1993)
Technology
Education and
Skilled Trades
The Technology Education Program is based on the Foundation for
the Atlantic Canada Technology Education Curriculum document.
Five General Curriculum Outcomes define the intent of the
Program: technological problem solving, technological systems,
history and evolution of technology, technology and careers, and
technological responsibility.
Design Technology
1109
This course deals with the basic design process common to the
various technologies and to other technology education courses
being developed. The purpose of the course is to provide an
introduction to the technical design process and to technology
education. Students learn about modern technology and the
creative design process through application of information,
knowledge, and method in a practical setting. Outcomes include
personal development, career orientation, and the importance of
technology to society.
Topics: drawing interpretation, freehand sketching, the design
process, design methods and production using computer hardware
and software, and career information.
Authorized Learning
Resources
138
Course Description
Curriculum
Teaching Guide for Design Technology 1109, 2109
supplied, out of print)
Inside AutoSketch (teacher resource with disk) (previously
SENIOR HIGH
Computer-Aided Drafting (teacher resource with answer key)
(out of print)
Basic Blueprint Reading and Sketching (teacher resource) (out of
print)
Metric Drafting (teacher resource) (previously supplied, out of
print)
Living With Technology (teacher’s resource package)
Software
AutoSketch 3.0 (student edition, available from the Learning
Resources Distribution Centre)
• student text with disk (previously supplied, out of print)
• instructor’s manual (previously supplied, out of print)
Design Technology
2109
Success in Design Technology 2109 is dependent upon knowledge
and skills obtained in Design Technology 1109. This course
provides for application of design knowledge acquired by the
student in Design Technology 1109 to the technical design
process as used in small residential design construction methods.
Students develop the ability to solve residential construction and
design problems, to illustrate and communicate design solutions
to others, and to create detailed building plans and diagrams.
Concepts of modern technology with their associated benefits and
disadvantages are cultivated, thereby contributing to personal
growth, career exploration, and lifelong learning. This is a
practical course involving the latest tools and processes which will
offer a challenge to all students.
Topics: evolution of residential design, the design process,
computers in design, building plans and diagrams, interior layout,
building codes, technical illustration, residences of the future, and
career information.
Authorized Learning
Resources
Course Description
Curriculum
Teaching Guide for Design Technology 1109 and 2109
Design for Residential Construction (class set/teacher reference)
(out of print)
Architecture Drafting and Design (out of print)
• instructor’s guide
• basic workbook
• residential workbook
139
SENIOR HIGH
AutoSketch for Drafting and Design (instructor’s guide/solutions
manual) (previously supplied, out of print)
Living With Technology (teacher’s resource package) (out of
print)
Using Cadkey Light (class set, supplied with software)
Software
Cadkey Light - 3-D computer-aided design and drafting system
(no longer available)
Integrated Systems
1205
This is an introductory course in Integrated Systems Technology.
The course engages students in the design, fabrication, and testing
of an integrated system. An integrated system is defined as one
that has physical components, sensing and control components
that are connected to a computer, and a software program that
manages the entire system.
There are four units of study: computer and application software
as interfaces, designing software interfaces, introduction to
designing integrated systems, and designing an integrated system.
Authorized Learning
Resources
Integrated Systems 1205 Curriculum Guide (May 2002)
Curriculum
Student Reference Text
Design and Problem Solving in Technology (student edition - 12
copies per school)
Visual Basic 6.0 Brief Course (4 copies per school)
Teacher Reference Text
Design and Problem Solving in Technology (instructor's guide)
Computer Software
Microsoft Visual Studio Pro 6.0 (academic professional version)
Firmware Resources
PC GadgetMaster II Interface (10 units per school)
140
SENIOR HIGH
Communications
Technology 2104
Authorized Learning
Resources
This is an introductory course in communications technology.
There are seven units as follows: Introduction to Communications
Systems, Electronics of Communications Systems,
Communications Networks, Audio Systems Technology, Basic
Graphic Communication, Animation Technology, and Marine
Communications Technology.
Course Description
Curriculum
Curriculum and Teaching Guide for Communications Technology
2104 and 3104
Student Text
Communication Systems (out of print)
Communication Systems - teacher’s workbook (out of print)
Communication Technology: Today and Tomorrow (out of print)
The Animator's Workbook (out of print)
Designing for Communication (out of print)
How Computers Work (out of print)
How Networks Work (out of print)
Getting Started in Electronics (out of print)
Design and Technology (out of print)
Tracktronics: Opportunities for Design Using Electronics (out of
print)
Computer Software
Autosketch for Windows (no longer available)
Microsoft Publisher (no longer available)
Fiber-optic Mini Course (no longer available)
Fantavision Animation (no longer available)
The Animation Studio (no longer available)
Linkway (no longer available)
Firmware Resources
SoundBlaster (16 DSP, Creative Labs, 1 soundcard 16 bit, DSP,
MIDI or better specifications, complete with microphones and
speakers) (no longer available)
Control Lab by Lego (1 set) (no longer available)
• Control Lab Building Kit (no longer available)
• Control Lab IBM Cable (no longer available)
• Control Lab Interface (no longer available)
141
SENIOR HIGH
• Control Lab IBM Software (no longer available)
• Control Lab Manual (no longer available)
Electronics Kit (see course description for details) (no longer
available)
Communications
Technology 3104
Authorized Learning
Resources
Prerequisite: Communications Technology 2104
This is a more advanced course in communications technology.
Students enrolled in the course design and implement solutions to
communications in technical graphics production, analog and
digital video, multimedia, and automated (computer mediated)
production simulation systems. Transportation-based problems
are explored as industrial applications of communications systems.
Course Description
Curriculum
Curriculum and Teaching Guide for Communications Technology
2104 and 3104
Student Text
Communication Systems (out of print)
Communication Systems - teacher’s workbook (out of print)
Robot Builders Bonanza (out of print)
How Multimedia Works (out of print)
How the Internet Works (out of print)
Computers Simplified Expanded (out of print)
Video in Focus (out of print)
Communications Technology: Today and Tomorrow (out of print)
Designing for Communication (out of print)
How Computers Work (out of print)
Design and Technology (out of print)
How Networks Work (out of print)
Computer Software
Video Director for Windows, Version 2.0 (3 copies per school)
(no longer available)
Autosketch for Windows (no longer available)
Microsoft Publisher (no longer available)
Linkway Live or Linkway Windows (no longer available)
Firmware Resources
VideoBlaster (see details in course description) (no longer
available)
142
SENIOR HIGH
SoundBlaster (16 DSP, Creative Labs, 1 soundcard 16 bit, DSP,
MIDI or better specifications, complete with microphones and
speakers) (no longer available)
Control Lab by Lego (1 set) (no longer available)
• Control Lab Building Kit (no longer available)
• Control Lab IBM Cable (no longer available)
• Control Lab Interface (no longer available)
• Control Lab IBM Software (no longer available)
• Control Lab Manual (no longer available)
Computer
Technology 3200
This course is intended for students who will pursue careers in
science and technology upon graduation. There are four core
units: Architecture, Programming, Interfacing, and Careers.
Students must also elect to study two of the following Application
Explorations:
•
•
•
•
Authorized Learning
Resources
Interfacing Applications
Data Retrieval and Manipulation
Operating System Applications
Advanced Programming Applications
Course Description
Curriculum
A Teaching Guide for Microcomputer Interfacing and Architecture
Student Text (Class Sets - 10 copies per school)
Microcomputers: Software and Applications (2nd edition) (out of
print)
Running MS DOS Q-Basic (out of print)
Student/Teacher Reference (3 copies per school)
Computer Aided Design and Computer Aided Manufacturing (out
of print)
Opportunities in Robotics Careers (out of print)
Microprocessors: Principles and Applications (out of print)
Opportunities in Computer Maintenance Careers (out of print)
Opportunities in Computer Science Careers (out of print)
Careers in Computers (out of print)
Microsoft Quickbasic Bible (out of print)
Teacher Reference (1 copy per school)
Computer Technology: Digital Principles to Interfacing (out of
print)
Microcomputer Repair (out of print)
143
SENIOR HIGH
Computer Software
Quick Basic Language, Version 4.5 (no longer available)
Graphical Analysis - Vernier (no longer available)
Visual Basic for Windows, Version 3.0 (3 copies per school) (no
longer available)
Firmware Resources
Multi-Purpose Laboratory Interface (MPLI) - Vernier (no
longer available)
IBM Microphone - Vernier (no longer available)
IBM Test Leads - Vernier (no longer available)
IBM Temperature Probe - Vernier (no longer available)
Student Breadboard and a Kit of Electronic Components (no
longer available)
Skilled Trades 1201
Skilled Trades 1201 provides students with an experiential
introduction to six specific residential construction-based skilled
trades. Exploration of carpentry, plumbing, electrical, drywall,
plastering, painting and masonry will take place within a series of
modules designed to emulate the real world as closely as possible
with the lab environment. Providing career exploration of the
trades while focusing on skills, education and other requirements
to attaining certification in these trades, this course consists of
three distinct units:
Unit 1: Apprenticeship and the Skilled Trades
Unit 2: Skills Common to All Trades
Unit 3: Skill Building in Selected Trades
Students will work with tools and equipment to complete tasks
associated with internal aspects of residential construction.
Authorized Learning
Resources
144
Skilled Trades 1201 Curriculum Guide
Modern Carpentry
Modern Plumbing
Carpentry & Building Construction
Electrical Wiring Residential
Basic Blueprint Reading and Sketching
(These resource provided as classroom-based resource sets)
SENIOR HIGH
Design and
Fabrication 1202
In the production sector, design and fabrication are mutually
dependent and interrelated activities. Design and Fabrication
1202 provides an introduction to design and the design process.
Students will develop products using a variety of drawing tools
and computer-aided design (CAD) software and then create their
designs in the fabrication lab. Working in small and large groups
students will experience the process of design, product
formulation and fabrication common to industry. The hands-on
portion of this course will constitute upwards of 60% of the class
time and enable students to become proficient with a variety of
hand, power and stationary power tools. The course consists of six
units:
Unit
Unit
Unit
Unit
Unit
Unit
Authorized Learning
Resources
Woodworking 1107
1: Introduction to Design
2: Fabrication Techniques
3: Introduction to Shop Practices
4: Graphical Communications
5: Introduction to CAD/CAM
6: The Design Project
Design and Fabrication 1202 Curriculum Guide
Solid Works 2007-2008 Computer Aided Design Software
Solid Works Curriculum Supplementary Disk
Solid Works Instructors Software
This is a general woodworking course dealing with common tools,
materials, and methods used in the manufacture of wood
products.
Topics: shop orientation, safety, wood technology, project
planning, hand processes, machine processes, power hand tools.
Authorized Learning
Resources
Woodworking 2107
Course Description
A Teaching Module for Woodworking 1107
General Woodworking (student text) (previously supplied, out of
print)
This course provides students with a knowledge of the building
construction industry and experience with the tools and processes
used in working with building materials.
Topics: careers, safety, the woodworking industry, house plans and
designs, tool operation, framing and sheathing, insulation,
finishes, plumbing, heating, electrical systems.
145
SENIOR HIGH
Authorized Learning
Resources
Power Mechanics
2103
Course Description
A Teaching Module for Woodworking 2107 (previously supplied,
out of print)
Canadian Wood-Frame House Construction (5 per school)
Building Construction: Materials and Methods (class set)
Building Construction (teacher resource) (previously supplied,
out of print)
Modern Carpentry (teacher resource) (out of print)
This course provides students with knowledge of energy-powered
machines found in the home and in industry and with some of the
skills necessary for maintaining and repairing such machines.
Topics: power, energy, and work; sources and forms of power and
energy; mechanical and hydraulic principles; small engines; basic
automotive maintenance.
Authorized Learning
Resources
Home Maintenance
3108
Course Description
A Teaching Module for Power Mechanics 2103
Power: Mechanics of Energy Control
• student text (out of print)
• instructor’s guide
Small Gas Engines
• student reference (5 per class) (out of print)
• instructor’s guide and answer key (previously supplied, out of
print)
This course provides students with a knowledge of home
structures and systems and the skills necessary for performing
home maintenance tasks.
Topics: acquiring home repair information, safety, tools and
materials, house structure, the plumbing system, and the
electricity system.
Authorized Learning
Resources
146
Course Description
Home Maintenance
• student text (out of print)
• teacher’s guide (previously supplied, out of print)
A Teaching Module for Home Maintenance 3108
FRENCH IMMERSION
French Immersion
147
FRENCH IMMERSION
148
FRENCH IMMERSION
French
Immersion
French immersion consists of programs and courses designed for
English-speaking students in which French is the language of
instruction and, as much as possible, the means of communication
in the classroom. French immersion serves to achieve the Essential
Graduation Learnings.
In Newfoundland and Labrador, two options in French immersion
studies are available: Early French Immersion (EFI) and Late
French Immersion (LFI).
EFI extends from Kindergarten to Level III with approximately
100 percent of instruction in French from Kindergarten to Grade
2. English Language Arts is introduced at Grade 3. As other
subject areas in English are introduced in later grades, the
recommended minimum percentage of instruction in French is
maintained.
LFI extends from Grade 7 to Level III with approximately 75
percent of instruction in French in Grades 7 and 8. From Grade 9
to Level III the recommended minimum percentage of instruction
in French is maintained.
Time Allotments
Early French Immersion
Recommended minimum percentage of time for French
instruction:
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
100%
100%
100%
80%
80%
70%
65%
Grade 7
Grade 8
Grade 9
Grade10
Grade 11
Grade 12
30%
30%
30%
30%
30%
30%
Late French Immersion
Recommended minimum percentage of time for French
instruction:
Grade
Grade
Grade
Grade
Grade
Grade
7
8
9
10
11
12
75%
75%
30%
30%
30%
30%
149
FRENCH IMMERSION
Kindergarten
The Kindergarten Program develops students’ abilities to
comprehend and speak French; fosters students’ confidence in their
ability to use French; develops literacy skills in French and English;
and parallels in French, to the greatest possible extent, the intent,
content, and methodology of the English program, as described in
Early Beginnings: Kindergarten Curriculum Guide.
Arts plastiques
To be taught in French following the guidelines for English classes
(see English Program).
Le rôle des arts plastiques dans le programme de la maternelle est
de stimuler l’enfant à explorer le monde visuel. Les activités
devraient encourager l’investigation active de l’enfant du monde
visuel au moyen d’une variété d’expériences et de matériaux.
Authorized Learning
Resources
Education à l'esprit
d'entreprise
Authorized Learning
Resources
Programme d’études : Les arts plastique – M à 3 (Version provisoire,
2008)
L’image de l’art plus
• Manuel 1 - Ressource pour l’enseignant
• Manuel 1- Guide d’enseignement
• Ensemble de reproductions – 1e cycle
Imago 1e cycle
• Manuel 1 – Ressource pour l’enseignant
• Manuel 1 - Guide d’enseignement
• Trousse de reproductions 1 - 1e cycle
• Fiche géante 1 - 1e cycle
Une petite leçon d’art
Education à l'esprit d'entreprise contributes to the development of
knowledge and skills which are characteristic of enterprising people.
La série Coup de main (M-3)
Maternelle
Maternelle - Le terrain de jeu
• guide d’enseignement
Education
physique
150
FRENCH IMMERSION
Authorized Learning
Resources
Focus
Canadian Active Living Fitness Circuit Charts: Elementary School
Enseignement
religieux
Le programme d’enseignement religieux à la maternelle traite
diverses fêtes, célébrations et journées spéciales de huit systèmes de
croyances. Ce thème permet aux élèves d’explorer la manière dont
divers groupes marquent des occasions importantes et les liens qui
existent avec les traditions de leurs systèmes de croyances. Les
fêtes et les journées spéciales sont importantes dans beaucoup de
systèmes de croyances car elles permettent aux communautés de
partager leurs caractéristiques uniques. C’est cet aspect qui est
ciblé dans le programme d’enseignement religieux à la maternelle.
Authorized Learning
Resources
Maternelle
Programme d’études : Enseignement religieux - Maternelle (2008)
Fêtes et journées spéciales ! Ressource pour l’enseignement religieux à
la maternelle
• Guide d’enseignement
• Marionnettes
• Disque compact audio
• Cartes illustrées
Collection Apprentis lecteurs – Fêtes
• Noël
• Diwali
• Hanoukka
La Bible du petit lecteur
Les grandes religions du monde
Titres tirés de la littérature jeunesse
Français
Authorized Learning
Resources
Français in Primary French Immersion: Kindergarten Curriculum
Guide (2005)
Document d'encadrement du programme de français en immersion
au Canada Atlantique (2001)
La Trousse d'appréciation de rendement en lecture: Immersion
française (2002)
Collection Paul et Suzanne
• Guide Lire et ecrire avec Paul et Suzanne
151
FRENCH IMMERSION
• Livrets Série 1: Thèmes 1, 2 et 3
• Disques compact Série 1: Thèmes 1, 2 et 3
• Cédérom: Lecteur en éveil
Cricoli
• Ensemble didactique
• Livre géant
• Marionette
Les clés du savoir: Cartes de l’alphabet
Le manuel phonique
Livrets nivelés
• Coll. Alpha-jeunes
• Coll. Alpha-monde
• Coll. GB+
• Coll. Je lis, tu lis
Ressources didactiques
Mathématiques
Le programme de mathématiques à la maternelle est centré sur
l’exploration active d’une variété de notions mathématiques.
L’apprentissage devrait se faire dans un climat favorisant le plaisir
de faire des mathématiques tout en piquant la curiosité des élèves.
Les activités de mathématiques devraient être également conçues
de sorte à fournir aux élèves des occasions de/d’:
• communiquer pour apprendre des concepts et pour exprimer
leur compréhension;
• établir des liens entre des idées et des concepts mathématiques,
des expériences de la vie de tous les jours et d’autres disciplines;
• démontrer une habileté en calcul mental et en estimation;
• développer de nouvelles connaissances en mathématiques et les
appliquer pour résoudre des problèmes;
• développer le raisonnement mathématique;
• développer des habiletés en visualisation pour faciliter le
traitement d’informations, l’établissement de liens et la
résolution de problèmes.
Les notions mathématiques en maternelle sont réparties en trois
domaines :
- le nombre;
- les régularités et les relations;
- la forme et l’espace.
Authorized Learning
Resources
152
Programme d’études : Mathématiques - Maternelle (Version
provisoire 2008)
FRENCH IMMERSION
Collection Chenelière Mathématiques M - version PONC/
WNCP
• Grand livre Maternelle (2008)
• Guide d’enseignement avec disque compact
• CD audio
Livres de lecture
• Une série de 24 livrets de lecture (niveau émergent)
• Guide d’enseignement pour les livrets de lecture
• Une série de 6 livres de lecture - grand format
Le collier
C’est le temps de jouer !
La jungle
Le gros poisson arrive
La piste de course
Petits solides et gros solides
Matériel de manipulation
• Compteurs double face (200)
• Compteurs (2 couleurs) translucides (50)
• Dés à points en mousse (100)
• Solides géométriques grand format (ensemble de 6 pièces)
• Cubes emboîtables (200)
• Maillons mathématiques (200)
• Domino en mousse - format géant
• Formes avec lacet de 35 mm
• Balance pour débutants
Titres de littérature jeunesse ayant un lien avec les
mathématiques:
• 1,2,3, par-ci, par-là
• 1,2,3 c’est moi qui compte
• Les Chiffres
• Des sous et des lettres
• Joue avec moi
• Les jouets de Max
• Madeleine
• Snif !
• Un canard, un autre canard
• Où est le plus petit ?
• 7 souris dans le noir
• Les contraires
• Dix petits cochons tout propres
• Tous à la mer ?
• Rose citron
• Dix chiens dans la vitrine
• Lignes
• Parfois grand, parfois petit
• A la découverte des formes
• A la découverte des chiffres
• Les contraires
153
FRENCH IMMERSION
•
•
•
•
•
•
•
•
•
•
•
Ours au carré
Petites comptines dans la prairie
Regarde bien
Cinq créatures
Georges Rétrécit
Le point d’eau
Une souris grise
Changes, Changes
So Many Circles, So Many Squares
Anno’s Counting Book
1-2-3 To The Zoo
Recommended Learning Resources:
La maternelle - La mathématique au quotidien (UQAM/2000) Vidéo (26 minutes)
Musique
Authorized Learning
Resources
154
Early Beginnings - Kindergarten Curriculum Guide (2000)
Music Curriculum Guide: Kindergarten-Grade 6
Music K-6: A Support Document for French Immersion Schools
Encore une fois!... Amusons-nous
Orff au Canada : un mosaïque / An Orff Mosaic from Canada
Danse, mon coeur danse! Danses et chansons du Québec pour les
enfants
Le tour du monde en chansons
Chansons et rondes pour s’amuser
Chansons douces, chansons tendres
Chansons drôles, chansons folles
Comptines tout autour de l’ année
À la découverte de la musique : Trousses 1,2,3
Via Musica
Musique s’il vous plait 1et 2
French Folk Songs Children Love
L’Acadie en chanson (2 CDs)
Les grands succès de la musique acadienne (CD)
Damien Lussier : En français s.v.p. (CD)
Chantons avec Édouard et Micha, Trousse pédagogique
Ti-Jardin : Mémoires Franco-Terre-neuviens (CD)
Rigodon... Chantons (CD)
Les 2 rives : 400 ans de chansons en français (CD)
Félix and Formanger : Carrying on the Tradition / Fair Vive la
Tradition (CD)
Émile Benoit : Vive la rose (CD)
FRENCH IMMERSION
Santé
Authorized Learning
Resources
Sciences
Vers un programme d'hygiène compréhensif (M-3): Programme
d'études (1998)
A Teaching Guide to a Literature-based Approach to Primary
Health in French Immersion (2000)
A selection of children’s literature in French to support Health
outcomes
L’apprentissage des sciences de la nature permet à l’enfant de
connaître son environnement, de développer des moyens
d’appréhender cette réalité et de vivre davantage en harmonie avec
son milieu naturel. L’élève se familiarisera avec le monde végétal, le
monde animal, avec l’ai, l’eau et le sol, avec les objets fabriqués, et
les relations de ceux-ci entre eux. L’élève développera des attitudes
et adoptera des comportements qui en feront un individu
responsable envers ces ressources et les richesses que l’on en retire.
Authorized Learning
Resources
Sciences
humaines
La série pan-canadien : Place aux sciences
• Mon monde (grand livre)
• Un monde vivant (petits livres)
• Des objets utiles (petits livres)
• Regarde autout de toi (petits livres)
• Guide de l’enseignant
L’étude des sciences humaines veut aider l’enfant à s’éveiller aux
concepts de temps, d’espace et de société. Le thème du
programme de sciences humaines pour la maternelle est intitulé
« les relations ». Les élèves examineront :
• les relations à leur identité en développant une prise de
conscience envers soi et les autres
• la relation à leurs racines en explorant comment ils sont reliés à
une famille
• la relation à un endroit en développant une prise de conscience
qu’ils habitent dans une communauté et qu’il y a d’autres
communautés dans leur province, leur pays et dans le
monde.
155
FRENCH IMMERSION
Authorized Learning
Resources
Recommended
Time Allotments
Programme d’études : Sciences humaines - M à 2e année (2005)
Early Beginnings – Kindergarten Curriculum Guide
Un monde à découvrir - Débutant (2005)
• Grands livres
- Toi, moi et nous
- Mes origines
- Ici et là-bas
• Livrets de lecture
- Mes groupes
- Nous fêtons
- J’ai besoin de...
- La salade de l’amitié
- Nos règles
- Mon quartier
- Nos arbres préférés
- Dans mon pays
- L’album de maman
• Cartes (ensemble de 12)
• Affiches (ensemble de 6)
In kindergarten students achieve the outcomes of the curriculum
through a combination of discrete and integrated learning
experiences. This philosophy is reflected in the recommended
time allotments for kindergarten.
numeracy in kindergarten. While 40% of instructional time in
the primary school year is identified for language arts and 30% for
mathematics and science, at least 5% of the time allotment for
education.
In the types of cross-curricular approaches followed in
kindergarten classrooms, language arts and mathematics outcomes
are often integrated into the teaching of other subject areas.
Similarly, outcomes of various subject areas are frequently
integrated into the teaching of language arts and mathematics.
156
FRENCH IMMERSION
Primary
The Primary Program continues to develop students’ abilities to
comprehend and speak French; fosters students’ confidence in
their ability to use French; develops literacy skills in French and
English; parallels in French, to the greatest possible extent, the
intent, content, and methodology of the English program.
Subject teaching and communication are carried on as close to
100% in French as possible in Grades 1 and 2. In Grade 3, a
portion of the language arts time allotment is used to deliver the
prescribed English language arts curriculum and authorized
learning resources.
Arts plastiques
Au primaire, les arts plastiques visent surtout à donner à l’élève la
plus grande flexibilité possible en lui proposant une variété
d’expériences. Le programme est conçu de façon à lui faire aimer
les arts, à éveiller sa sensibilité, à lui donner l’assurance de
s’exprimer et à lui apprendre les techniques et les procédés
artistiques de base. Le programme insiste beaucoup sur le rapport
entre ce qui est vu et ce qui est ressenti, et favorise un milieu
propice à l’expression constante de la créativité visuelle. Les
éléments de la communication (lignes, formes, couleurs, textures
et espace) et les principes (mouvement, répétition, équilibre,
contraste, relief et unité) sont étudiés en tant que composantes
essentielles de l’expression visuelle, à la base de toute
représentation ou de tout travail artistique. C’est sur ces éléments
et sur ces principes que se fonde le développement esthétique.
Tout au long du programme, les élèves s’inspirent de leur
expérience personnelle ainsi que de leur milieu physique, social et
culturel pour s’exprimer visuellement. Certaines activités description, comparaison, classement, rapprochement et
manipulation aident à développer le sens du visuel. La perception
sensorielle est étudiée au moyen d’activités telles que l’écoute, les
activités tactiles, la dégustation, la reconnaissance des odeurs et
l’étude des mouvements.
En plus d’apprendre à créer des images, les élèves découvrent
comment utiliser les images et les graphiques pour discuter,
trouver et échanger de l’information. Le programme comprend un
volet axé sur l’expression orale qui permet aux élèves d’acquérir du
vocabulaire propre au domaine artistique, de renforcer leur
perception visuelle et d’expliquer leurs réactions aux arts plastiques
157
FRENCH IMMERSION
et à leur milieu. Il favorise également l’échange, l’évolution et le
développement des idées. Le programme s’articule autour des
éléments suivants :
•
•
•
•
•
Authorized Learning
Resources
la démarche artistique
la communication visuelle
le rôle culturel
l’épanouissement personnel
la perception et la réponse
Programme d’études : Les arts plastique – M à 3 (Version provisoire,
2008)
Rudiments d’arts plastiques
1e année
Image de l’art 1
• Ensemble de reproductions – 1e année (déjà dans les écoles)
Image de l’art plus 1
• Manuel (1 copie pour 2 élèves)
Imago 1e cycle
• Manuel 1 (1 copie pour 2 élèves)
• Guide d’enseignement 1
• Trousse de reproductions 1
• Fiche géante 1
Une petite leçon d’art
2e année
mage de l’art 2
Imago 1e cycle
• Trousse de reproductions 2 – 1e cycle
• Fiche géante 2 – 1e cycle
L’art raconte une histoire
3e année
mage de l’art 3
Imago 2 e cycle
158
FRENCH IMMERSION
• Trousse de reproductions 1- 2e cycle
• Fiche géante - 2e cycle
L’art raconte une histoire
Education à
l'esprit
d'entreprise
Authorized Learning
Resources
Education à l'esprit d'entreprise contributes to the development of
knowledge and skills which are characteristic of enterprising
people.
La série Coup de main (M-3)
1re année
Coup de main 1 - Des nuages en couleur
2e année
Coup de main 2 - Une maison pour Manon
3e année
Coup de main 3 - L’île aux milles étoiles
Education
physique
Authorized Learning
Resources
(See English Program).
Focus (K-12)
Ready to Use Physical Education Activities: Grades K-2
Movement With Meaning: Physical Education K-4
159
FRENCH IMMERSION
English Language
Arts
Authorized Learning
Resources
3e année
For Early French Immersion (EFI), the English language arts
curriculum is introduced at Grade 3. Authorized resources are
those authorized for the regular English language arts curriculum
(see English Program), as well as the following: L'immersion au
primaire: guide langagier [Language Arts Guide: Primary French
Immersion (1992)].
Enseignement
religieux
Le programme d’enseignement religieux du primaire offre aux
élèves, au moyen d’activités et d’histoires, l’occasion de réfléchir
sur les expériences qui soulèvent chez eux des questions sur le but,
le sens et la valeur de la vie. Le programme du primaire analyse des
expériences humaines et les questions qu’elles soulèvent, ainsi que
les réponses que la religion peut fournir à ces questions. Il aide les
enfants à explorer le sens de l’appartenance, à apprécier la création
et à accorder de la valeur aux célébrations. Dans le présent
programme, les élèves apprennent aussi à connaître des gens qui
ont apporté une contribution marquée à la société. En mettant
l’accent sur les émotions, les attitudes et la prise de conscience de
soi et des autres ainsi que sur le sens du merveilleux, l’éducation
religieuse de l’enfant au niveau primaire sert de fondement à
l’élaboration future d’une dimension explicite de la religion. Au
moyen d’une approche axée sur l’enfant et de multiples ressources,
le programme permet à l’élève de s’épanouir sur le plan
intellectuel, émotionnel et spirituel.
Authorized Learning
Resources
1re et 2e années
Programme d’études (1998)
La Bible du petit lecteur
Les grandes religions du monde
3e année
Programme d’études : Enseignement religieux – 3e année (version
provisoire, 2008)
Beaucoup d’amis, un monde (2008)
• Manuel de l’élève
160
FRENCH IMMERSION
Recommended Learning Resources :
La Bible - Ancien et Nouveau Testament en français courant
Les amis de Dieu
Le Grand livre de Noël
Au pays glacé de Sedna
Français
Authorized Learning
Resources
Français in Primary French Immersion Curriculum Guide (2005)
La trousse d'appréciation de rendement en lecture: Immersion
française (2002)
Document d'encadrement du programme de français en immersion
(2001)
1re année
Français in Primary French Immersion: Grade One Curriculum
Guide (2005)
Collection Avec les yeux du coeur
• J’aime le francais
- Série de 20 livrets
- Guide du manuel
- Casssette audio avec matériel de reproduction
• J’enrichis mes lectures Série 1
- Série de 5 livrets
Collection En tête: Mélissa et ses amis
• Manuels A et B
• Affiches et étiquettes 1
• Aide-mémoire reproductible (#10564)
• Livre géant
• Disque compact 1
• Toutou Médor
Les clés du savoir: Cartes de l’alphabet et Cartes de sons et
Dictionnaire Mural
Le manuel phonique
Azimut à l’ordi 1: La rentrée (cédérom)
Livrets nivelés
• Coll. Alpha-monde
• Coll. GB+
161
FRENCH IMMERSION
2e année
Français in Primary French Immersion: Grade Two Curriculum
Guide (2005)
Collection En tête: Théo et Raphaël
• Manuels C et D
• Affiches et étiquettes 2
• Aide-mémoire reproductible
• Disque compact 1
Les clés du savoir: Cartes de sons et Dictionnaire mural
Azimut à l’ordi 2: Ça recommence (cédérom)
Azimut à l’ordi 3: Ça continue (cédérom)
Livrets nivelés
Coll. Alpha-jeunes
Coll. Alpha-monde
Coll. GB+
Coll. Je lis, tu lis
3e année
Français in Primary French Immersion: Grade Three Curriculum
Guide (2005)
Collection Ardoise
• Manuels A et B
• Multitextes vol.1
• guide d’enseignement A et B
Cartes des sons de base et Cartes des sons complexes
Dictionnaire mural
Azimut à l’ordi 4: Ça passe vite (cédérom)
Livrets nivelés
• Coll. GB+
• Coll. Alizé
Mathématiques
Authorized Learning
Resources
162
Programme d’études : Mathématiques- 1e année (version
provisoire, 2008)
Mathématiques : Programme d’études, 1e année à 3e année immersion (2004) [2e et 3e année seulement]
FRENCH IMMERSION
1e année
En 1ère année, le programmes de mathématiques aide les élèves à
s’épanouir au niveau cognitif et ce dans un contexte d’activités
significatives et d’exploration active d’une variété de notions
mathématiques. L’apprentissage devrait se faire dans un climat
favorisant le plaisir de faire des mathématiques tout en piquant la
curiosité des élèves. Les activités de mathématiques en 1ère année
devraient être conçues de manière à fournir aux élèves des
occasions de/d’ :
Le programme de mathématiques en 1ère année est organisé selon
trois domaines :
- le nombre;
- la forme et l’espace.
Programme d’études : Mathématiques- 1e année (version
provisoire, 2008)
Collection Chenelière Mathématiques 1 - édition PONC/WNCP
• Grand livre
• Guide d’enseignement avec disque compact
• Coffret audio
• Cahier de l’élève (couleur – version périssable)
Livres de lecture
• Une série de 24 livrets de lecture (niveau débutant)
• Guide d’enseignement pour les livrets de lecture
• Une série de 6 livres de lecture - grand format
- À la recherche des formes
- 10 petites poules
- Un arc-en-ciel de chaînes
- Le clown Range-tout
- Viens te promener
- À la plage
163
FRENCH IMMERSION
• Compteurs double face (200)
• Compteurs deux couleurs translucides (50)
• Figures géométriques solides - grand format (ensemble de 6
pièces)
• Cubes emboîtables (200)
• Blocs-attributs (1 ensemble)
• Dominos (6 ensembles codés par couleur)
• Tableau de centaine
2e année
Mathématiques 2000
• ensemble de base (comprend le «Teacher’s Guide», le
Matériel d'appoint, et le Cahier d'approfondissement et
d'évaluation)
• le problème de la semaine
• livre de l'élève
• cahier d'exercices pratiques et de devoirs
• corrigé et guide du cahier d'exercices pratiques et de devoirs
• manipulatives (same as in the English Program)
Teacher Resource
La résolution des problèmes mathématiques 1re et 2e années
Developing Number Sense Strategies 2
3e année
Mathématiques 2000
• Ensemble de base (comprend le «Teacher’s Guide», le
Matériel d'appoint, et le Cahier d'approfondissement et
d'évaluation)
• Le problème de la semaine
• livre de l'élève (1 per student)
• Cahier d'exercices pratiques et de devoirs
• Corrigé et guide du cahier d'exercices pratiques et de devoirs
• manipulatives (same as in the English Program)
Teacher Resource
La résolution des problèmes mathématiques 3e à 6e années
164
FRENCH IMMERSION
Musique
Authorized Learning
Resources
(see English Program for other authorized learning resources).
Music K-6: A Support Document for French Immersion Schools
enfants
À la découverte de la musique : Trousses 1,2,3
Via Musica avec CD A & B
Musique s’il vous plait 1et 2
• Cassette
• Livret de l'élève
• Feuilillet d'activités
• Guide pédagogique
Chansons pour s'amuser...Encore! (CD)
Santé
Authorized Learning
Resources
1re, 2e et 3e années
Vers un programme d'hygiène compréhensif (M-3): Programme
d'études (1998)
A Teaching Guide to a Literature-based Approach to Primary
Health in French Immersion (2000)
A collection of children's literature in French to support
Primary Health outcomes.
165
FRENCH IMMERSION
Sciences
Authorized Learning
Resources
Primary Science Curriculum Guide (Interim Edition, 2005)
Programme d’études : Sciences, 1re, 2e et 3e année - immersion
(version provisoire 2005)
1re année
• Un monde d’inventions
- Fascicule de l’élève
- Guide de l’enseignant
• C’est comment?
• J’observe la Terre autour de moi
• C’est vivant!
2e année
• L’air et l’eau
• Les animaux grandissent
• La matière qui nous entoure
• Ça bouge!
3e année
• En pleine croissance
• Ça tient debout
• Des forces invisibles
166
FRENCH IMMERSION
• Dans le sol
Sciences
humaines
Authorized Learning
Resources
1re année
Programme d’études : Sciences humaines M à 2 (2005)
Un monde à découvrir 1re année
• Livrets de lecture (ensemble de 15 liveres)
• Grands livres (ensemble de 2 - Des gens et des lieux & Mon
monde)
• Guide d’enseignement (avec CD)
2e année
Programme d’études : Sciences humaines M à 2 (2005)
Un monde à découvrir 2e année
• Livrets de lecture (ensemble de 15 liveres)
• Grand livre (Les changements)
• Guide d’enseignement (avec CD)
3e année
Teacher’s Resource Book for Social Studies K-II
Studying Community in Grade Three: A Teaching Guide
Un Voyage à la découverte de Terre-Neuve et du Labrador
• Feuilles à reproduire
• Guide de l’enseignant(e)
French-language video tapes of
• Communautés
• Fogo
• Corner Brook
• Labrador City
• Lethbridge
• Placentia
167
FRENCH IMMERSION
Recommended
Time Allotments
In the primary grades students achieve the outcomes of the
curriculum through a combination of discrete and integrated
learning experiences. This philosophy is reflected in the
recommended time allotments for the primary grades.
in the primary school year is identified for language arts and 30%
for mathematics and science, at least 5% of the time allotment for
education.
In the types of cross-curricular approaches followed in primary
classrooms, language arts and mathematics outcomes are often
integrated into the teaching of other subject areas. Similarly,
outcomes of various subject areas are frequently integrated into the
teaching of language arts and mathematics.
168
FRENCH IMMERSION
Elementary
The Elementary French Program continues the development of
French language skills acquired in the primary grades. It
integrates language development in all areas of the curriculum and
parallels in French, to the greatest possible extent, the English
language program.
Arts
To be taught in French following the guidelines for English
classes.
Authorized Learning
Resources
Elementary Grades
Les ensembles de l'Image de l'Art
• guide d'activités complémentaires
4e, 5e, 6e années
L'Ensemble l'Image de l'Art
• mini ensemble (1 per 6 students)
Education à l'esprit
d'entreprise
Authorized Learning
Resources
Education
physique
Authorized Learning
Resources
Cap sur l'entrepreneuriat (4-5) (out of print)
Focus
The Biggest Little Games Book Ever!
169
FRENCH IMMERSION
English Language
Arts
The authorized Language Arts Program, described in the English
section of this document, is to be followed (see English Language
Arts).
Enseignement
religieux
Le programme d’enseignement religieux à l’élémentaire est non
confessionnel. Les croyances, les doctrines, les pratiques et
l’histoire des religions à l’étude sont traitées de façon sensible et
respectueuse. Ce programme habilite et encourage les élèves à
grandir sur les plans spirituel et moral tout en devenant informés,
compatissants et contribuants à la société. Les élèves développent
une appréciation pour leurs propres croyances et valeurs et celles
des autres ainsi qu’à la contribution de la religion à l’humanité.
Le matériel pédagogique du programme est composé de courtes
histoires. Les personnages et les événements de ces histoires
présentent aux élèves diverses religions du monde.
Authorized Learning
Resources
4e année
En route !
• manuel de l’élève
• guide d'exploitation
5e année
Découvertes
6e année
Horizons
Français
170
Au niveau élémentaire, le programme de français continue la
philosophie et les approches du niveau primaire. Le programme
aide les élèves à continuer à développer leurs compétences et leurs
habilités en français langue seconde. Dans le programme de
français, et dans les autres matières scolaires enseignées en français,
on porte attention aux processus langagiers : l’écoute et
l’expression orale, la lecture et le visionnement, l’écriture et la
représentation. De plus, le programme de français vise le
FRENCH IMMERSION
développement de l’appréciation de la langue française, de la
diversité culturelle, et des contributions faites par des individus et
des groupes de diverses langues et cultures.
Authorized Learning
Resources
Programme d’études : Le français en immersion (2008)
Document d’encadrement du programme de français en immersion
au Canada atlantique (2001)
La Trousse d’appréciation de rendement en lecture : immersion
française, quatrième à sixième année (2005)
4e année
Programme d’études : Le français en immersion – 4e année (2008)
Collection Ardoise (CEC)
• Manuels C et D
• Multitextes Ardoise, volume 2 et fiches d’exploitation
Grammaire jeunesse, 2e cycle du primaire (CEC)
• Manuel
• Guide et reproductibles
Littératie de la 3e à la 6e année
Ma trousse d’écriture 3
Collection Zénith Lecture Partagée
Recueil de lecture 4e, 5e, 6e
Affiches Compétences transversales (ensemble de 7)
Titres choisis des collections suivantes :
• Collection À la une
• Collection Alizé
• Collection À petits pas
• Collection Atout lire
• Collection Biographies canadiennes
• Collection Colorissimo
• Collection Enquête
• Collection Envol
• Collection GB+
• Collection GB+ Contes et Théàtre
• Collection Il était une fois dans l’est
• Collection Petits curieux
• Collection Zap Sciences
• Collection Zénith Perspectives
Diverses ressources culturelles et didactiques
Recueils et enregistrements de poésie et de contes
Divers titres de littérature jeunesse
171
FRENCH IMMERSION
5e année
Collection Mordicus (CEC)
• Volumes 1 et 2
• Manuel
• Collection GB+
• Collection Quelle aventure !
6e année
Collection Mordicus (CEC)
• Volumes 3 et 4
• Manuel
172
FRENCH IMMERSION
• Collection GB+
• Collection Quelle aventure !
Mathématiques
Au niveau élémentaire le programme de mathématiques aide les
élèves à s’épanouir au niveau cognitif et ce dans un contexte
d’activités significatives. Les élèves continuent à développer des
habiletés, des attitudes et des stratégies visant la résolution de
problèmes. Ces habiletés, attitudes et stratégies se manifestent
tout en assimilant des notions de nombre, de régularités et de
relations, de formes et d’espace et de statistiques et de
probabilités. La construction des savoirs et des attitudes se fait en
utilisant une variété de matériel concret. Les activités de
mathématiques à l’élémentaire doivent être conçues de sorte à
fournir aux élèves des occasions de/d’ :
•
•
•
•
•
•
gérer des situations-problèmes ;
communiquer mathématiquement ;
raisonner mathématiquement ;
établir des liens entre notions et avec les autres disciplines ;
valoriser les mathématiques ;
développer leur confiance en leur capacité de faire des
mathématiques.
173
FRENCH IMMERSION
Authorized Learning
Resources
Programme d’études : Mathématiques 4e année (Version provisoire
2008)
Programme d’études - Mathématiques 5e et 6e années (Version
provisoire 2006)
4e année
En 4e année, le programme de mathématiques aide les élèves à
s’épanouir au niveau cognitif et ce dans un contexte d’activités
significatives et d’exploration active d’une variété de notions
mathématiques. L’apprentissage devrait se faire dans un climat
curiosité des élèves. Les activités de mathématiques devraient être
conçues de manière à fournir aux élèves des occasions de/d’ :
Le programme de mathématiques en 4e année est organisé selon
quatre domaines :
-
le nombre;
les régularités et les relations;
la forme et l’espace;
la statistique et la probabilité
Programme d’études : Mathématiques 4e année (Version provisoire
2008)
Compas mathématiques 4 (Duval)
• Feuilles reproductibles
• Matériel de base dix comprenant 200 unités, 50 barres, 20
plaques et 2 cubes
• Matériel de base dix translucide comprenant 20 unités, 10
barres et 1 plaque
• Cercles de fractions translucides (5 ensembles)
• Horloges pour rétroprojecteur (5 horloges différentes)
174
FRENCH IMMERSION
• Tuiles de couleur (400)
• Miroirs transparents (6)
5e année
Programme d'études : Mathematiques 5e année - Immersion (2004)
Chenelière Mathématiques 5 (Atlantique)
• guide d'enseignement
• manipulatives (same as English program)
Teacher Resources
Maths-au-boulot (out of print)
La résolution des problèmes mathématiques 3e à 6e années (out of
print)
6e année
Programme d’études : Mathématiques 6e année – Immersion
(2005)
Chenelière Mathématiques 6 (Atlantique)
• manipulatives (same as in the English program)
Teacher Resource
Maths-au-boulot (out of print)
La résolution des problèmes mathématiques 3e à 6e années (out of
print)
Musique
Authorized Learning
Resources
(see English Program for other authorized learning resources).
Music K-6: Support Document for French Immersion Schools
enfants
À la découverte de la musique : Trousses 1, 2, 3
175
FRENCH IMMERSION
Via Musica avec CD A & B
Musique s’il vous plait 1 et 2
• Cassette
• Livret de l'élève
• Feuilillet d'activités
• Guide pédagogique
Chansons pour s'amuser...Encore! (CD)
Santé
Authorized Learning
Resources
Vers un programme d’hygiène compréhensif élémentaire (Guide
pédagogique d’hygiène) (1996)
Collection Jeunes du Canada en bonne santé (4e, 5e et 6e années)
4e année
Jeunes du Canada en bonne santé 1
• guide de l’enseignant(e)
5e année
6e année
Écoute ton coeur
• vidéos
Sciences
Authorized Learning
Resources
176
Programme d’études: Sciences 4e à 6e année - Immersion (2003)
Manuel d'utilisation du programme et guide d'évaluation 4e, 5e, 6e
FRENCH IMMERSION
4e année
Des habitats en santé
Tout s'éclaire !
Éveil aux sons
Les roches et les minéraux
5e année
Le corps en action
Matière à changement
J'observe la météo
Les corps en mouvement
6e année
La vie dans tous ses états
Prendre son envol
Découvre l'électricité !
Destination : L'espace !
177
FRENCH IMMERSION
Sciences
humaines
A l’élémentaire, le programme des sciences humaines exploite les
valeurs, les habiletés et les concepts appris au primaire, et favorise
chez les élèves l’acquisition des connaissances, des valeurs et des
habiletés qui leur permettront de devenir des adultes à part
entière, des citoyens canadiens et des citoyens du monde. Le
programme :
• explique aux élèves comment les gens interagissent entre eux et
avec leur milieu physique afin de répondre à leurs besoins.
• facilite l’acquisition des habiletés suivantes selon une démarche
structurée : habiletés de raisonnement ; habiletés sociales et de
participation ; aptitudes à lire des cartes et une mappemonde ;
aptitude à lire des tableaux, des graphiques et des schémas ;
habiletés en orientation temporelle; habiletés en recherche et
habiletés linguistiques.
• insiste sur l’importance des droits et des responsabilités de la
personne et incite les élèves à utiliser dans la vie de tous les
jours les connaissances et les habiletés qu’ils ont acquises.
Parmi les sujets abordés, mentionnons :
• les communautés dans le monde ;
• Terre-Neuve-et-Labrador.
Authorized Learning
Resources
4e année
Le monde et ses communautés
5e année
Sculptée par l’Atlantique
• feuilles à reproduire
Contre vents et marées (teacher reference)
6e année
Programme d’études : Sciences humaines 6e année (2007)
Un monde de cultures : Explorations et découvertes
Recommended Teacher Resources
Atlas scolaire du Canada et du monde et Guide pédagogique (Rand
McNally)
Regard sur les provinces atlantiques (Chenelière)
• Ensemble de fiches
178
FRENCH IMMERSION
Intermediate
Enseignement
religieux
Authorized Learning
Resources
7e année
Les diverses manifestations de la foi
• manuel de l'élève
8e année
Qui suis-je?
9e année
Ma place dans le monde
Français
At the intermediate level, Français is a language development
program. The program helps students enhance French language
skills introduced in previous levels. Intermediate Français also
offers students the opportunity to develop an understanding of the
values and behaviour patterns of people comprising la
francophonie. Using novels and writings on topical issues, the
program aims both to develop and consolidate students'
communication skills, and to provide insight into the cultural and
linguistic reality of francophones in Canada.
179
FRENCH IMMERSION
Français (Early
French Immersion)
Authorized Learning
Resources
Francais 7e - 8e - 9e: Programme d'études
Collection langues vivantes
7e année
Au fil des mots
L’Essentiel grammatical: Fiches d’activités 1 - for use as needed in
Grades 7 and 8)
Two junior novels, selections from:
• Le Petit Nicolas
• Le Solo D’André
• La Porte, les mouches!
• Casse-tête chinois
• Le compte de Monte Cristo
8e année
Libre expression, 2e édition
Grades 7 and 8)
• Rhapsodie bohémienne
• Le Piège de l’ombre
• DO pour Dolorès
• L’Anneau du guépard
• Le Tour du monde en 80 jours
9e année
Messages et discours
• livre de l’élève
L’Essentiel grammatical: Fiches d’activités 2
Two junior novel, selections from:
• Aller retour
• Nous reviendrons en Acadie
• Rêves de gloire
• Alibis inc.
180
FRENCH IMMERSION
Français (Late
French Immersion)
Authorized Learning
Resources
Français 7e - 8e - 9e: Programme d’études
Élans (7e et 8e années)
Collection langues vivantes (9e année)
7e année
Élans, Unité Zéro
• guide de l’enseignant(e) and cassette
Élans 1 (1re et 2e parties)
• livre de l’élève 1
• cahier de l’élève 1
• guide pédagogique 1
• cassettes 1 (2)
• cassettes 2 (2)
Grades 7 and 8)
• Intrigues à St. John’s
• Le Petit Nicolas (version abrégée)
• Sonson et le volcan
• Alexa Gougougaga
• Lola Superstar
8e année
Élans 2 (1re et 2e partie)
• cassettes 1 (2)
• cassettes 2 (2)
Élans 3 (1re partie)
• cassette 1
181
FRENCH IMMERSION
Grades 7 and 8)
• Le Trésor d’Elvis Bozec
• Zapper ou ne pas zapper?
• Le Solo d’André
• Noémie – la boîte mystérieuse
• Une Drôle de ministre
9e année
Messages et discours
• livre de l’élève
L’Essentiel grammatical: Fiches d’activités 2
Two junior novel, selections from:
• Rhapsodie bohémienne
• Aller retour
• Nous reviendrons en Acadie
• Alibis inc.
• Le Tour du monde en 80 jours
Mathématiques
En 7e année, le programme de mathématiques aide les élèves à
s'épanouir au niveau cognitif et ce dans un contexte d'activités
significatives et d'exploration active d'une variété de notions
mathématiques. L'apprentissage devrait se faire dans un climat
curiosité des élèves. Le programme encourage les élèves à
développer les habiletés mathématiques nécessaires pour oeuvrer
dans la société scientifique et technologique actuelle.
Les activités de mathématiques devraient être conçues de manière à
fournir aux élèves des occasions de/d':
•
•
•
•
•
182
communiquer pour apprendre des concepts et pour exprimer
établir des liens entre des idées et des concepts
mathématiques, des expériences de la vie de tous les jours et
d'autres disciplines;
démontrer une habileté en calcul mental et en estimation;
développer de nouvelles connaissances en mathématiques et les
développer le raisonnement mathématique;
FRENCH IMMERSION
•
•
développer des habiletés en visualisation pour faciliter le
traitement d'informations, l'établissement de liens et la
choisir et utiliser des outils technologiques pour apprendre et
pour résoudre des problèmes
Le programme de mathématiques 7e année est organisé selon
quatre domaines:
- le nombre;
- la forme et l'espace;
- la statistique et la probabilité
Ressources pédagogiques
autorisées
•
•
Programme d'études - Mathématiques 7e année (Version
provisoire 2008)
Programme d'études - Mathématiques 8e et 9e année (2002)
7e année
Chenelière Mathématiques 7 (CHE/2008)
• Manuel de l'élève - édition PONC/WNCP (CHE/2008)
• Guide d'enseignement - édition PONC/WNCP (CHE/
2008)
• Feuilles reproductibles
Ensemble de matériel de manipulation
8e année
Interactions 8
• documents pédagogiques
• feuilles à reproduire et évaluation
Mon Glossaire Mathématique
Teacher Resources
Mise en Scène: supplément de problèmes-situations
Mise en Scène: guide pédagogique
La Résolution de problèmes
La Résolution de problèmes, secondaire (1er cycle)
Calcul en tête
9e année
Interactions 9
• documents pédagogiques
• feuilles à reproduire et évaluation
183
FRENCH IMMERSION
Santé
At the intermediate level, the Health Program takes a
comprehensive approach to fostering and promoting the wellbeing of young people by making linkages with classroom
school health is a form of health promotion which fosters the
creation of environments that provide opportunities for all young
people to make healthy choices and enhance their own health and
the health of their communities.
The program is organized around the following components:
• Environmental and Social Well-being
• Human Sexuality
• Relationships
• Smoking, Alcohol, and Drugs
• Active Living
• Nutrition
• Environmental Health and Safety
Authorized Learning
Resources
L’Adolescence: styles de vie sains: Guide du programme de santé et de
développement personnel
7e année
Santé en tête 1
8e année
Santé en tête 2
The following videos are available from the Provincial Public
Libraries Board:
Pour l’amour de la vie (avec guide de l’enseignant(e))
Tes choix, ta santé
Journal d’une jeune fumeuse
9e année
Adolescence: Healthy Lifestyles (a health and personal
development curriculum guide)
Adolescence: Relationships and Sexuality
• teacher’s resource (with overheads)
• student activity book
AIDS: What Every Responsible Canadian Should Know (teacher’s
resource)
184
FRENCH IMMERSION
The following videos are available from the Provincial Information
and Library Resources Board:
Series)
Taking Chances: Teen Sexuality and Birth Control
Saying No
Violin
May’s Miracle
Sex (Degrassi Talks Series)
AIDS: The British Approach
AIDS: The Facts and the Future
AIDS: What Everyone Needs to Know (revised 1992 edition)
Talking with Teens about AIDS
Thinking Positive
Sciences
The Intermediate Science curriculum involves a study of selected
topics from each of the Life, Earth/Space, and Physical Sciences
(Chemistry/Physics). The Intermediate Science curriculum for
Grades 7 and 8 (Grade 9 starting in September 2009) is based on
the Pan Canadian Science Protocol and reflects the work done in
partnership with the other Atlantic provinces. The study of the
selected topics is organized around the four General Curriculum
Outcomes for science: Skills, Knowledge, Science, Technology,
Society, and Environment (STSE), and Attitudes. This curriculum
helps students to become more scientifically literate and to
develop their inquiry, problem-solving, and decision-making
abilities; to become life-long learners; and to maintain a sense of
wonder about the world around them.
Authorized Learning
Resources
7e année
Programme d'études en Sciences 7e année, 2008
Sciences 7
8e année
Programme d'études en Sciences 8e année, 2008
Sciences 8
185
FRENCH IMMERSION
9e année
Intermediate Science Curriculum Guide (Grade 9, draft), 1996
Les Sciences apprivoisées 9
ou
Sciences plus 3
Sciences
humaines
At the intermediate level, the Social Studies Program uses an
interdisciplinary approach and specific topics are organized
thematically and chronologically when appropriate.
Specific topics deal with real-life issues and respond to the
students’ need for relevance. It requires young adolescents to
examine their value systems in light of the expectations of their
society and deals specifically with rights and responsibilities with
respect to the individual, community and the natural
environment.
It includes the use of case studies, role models, current events and
practical projects that cater to students’ needs, interests, and
abilities.
The program is organized around the following areas of study:
• Empowerment
• Provincial History 1800 to Present
• Atlantic Canada in the Global Community
Authorized Learning
Resources
Social Studies Intermediate Curriculum Guide (7-9) (Interim)
7e année
Sciences humaines 7e année : Programme d'études (2005)
Un monde en changement. Défis et responsabilités
Un monde en changement. Défis et responsabilités (guide
d'enseignement)
8e année
Sciences humaines 8e année : Programme d'études (2005)
Voyage de découvertes : une histoire de Terre-Neuve et Labrador de
1800 a nos jours
186
FRENCH IMMERSION
Voyage de découvertes : une histoire de Terre-Neuve et Labrador de
1800 a nos jours (guide d'enseignement)
Histoire de Terre-Neuve-et-Labrador: 500 ans de présence française
• manuel de l’élève (class set)
• disque compact
9e année
Sciences humaines, 9e année: Programme d'études (2000)
La région alantique du Canada en interaction avec le monde
Senior High
Carrières
Carrière et vie 2231
Career education is an ongoing process whereby students integrate
their personal, family, school, work and community learning
experiences to facilitate career and lifestyle changes. Career
Development is a two credit course that is intended to assist
students to address outcomes distributed throughout three major
course strands:
- Personal Management
- Career Exploration - Learning and Work
- Career Preparation - Life and Work Building
This course is designed to help students develop the skills they
need to continuously make effective career decisions throughout
their lives. Students will be required to complete a community
contribution requirement (minimum 30 hours) and to develop
and maintain an “Employability Skills Portfolio” that they can
continue to maintain and enhance throughout their academic
studies and working career.
Authorized Learning
Resources
Carrière et vie 2231 programme d'études
Vie et carrière (manuel de l'élève)
Vie et carrière (guide pédagogique)
187
FRENCH IMMERSION
Enseignement
religieux
Questions morales
1134
Authorized Learning
Resources
Programme d'études (version provisoire-1998)
Teacher Resources
Questions & Débats
• corrigé
Chrétiens du XXIe siècle
• La pauvreté
• La violence
• Le travail
• Guide
Vers le large
• guide
• carnet d'intégration
Trait d'union
• cahier
• guide
L'étude de textes
sacrés 2134
Authorized Learning
Resources
Enseignement
religieux 3131
Authorized Learning
Resources
188
Programme d'études (version provisoire-1998)
Voyage sous l'oeil de Dieu
Enseignement religieux 3131 is a study of the living belief
systems: Aboriginal Spirituality, Early Religions (Zoroastrianism,
Jainism, Taoism, Confucianism and Shinto), Hinduism, and
Buddhism. Enseignement religieux 3131 is not a prerequisite for
Enseignement religieux 3136. Students may choose to complete
one or both courses.
Enseignement religieux 3131/Enseignement religieux 3136
Programme d'études (2004)
FRENCH IMMERSION
Les religions du monde : perspectives canadiennes
• Manuel de l'élève
• Guide d'exploitation
Enseignment
religieux 3136
Authorized Learning
Resources
Enseignment religieux 3136 is a study of the living belief systems:
Judaism, Christianity, Islam, Sikhism, Religion Today (various
topics and reference to Baha'i). Enseignment religieux 3131 is
not a prerequisite for Enseignment religieux 3136. Students may
choose to complete one or both courses.
Enseignement religieux 3131/Enseignement religieux 3136
Programme d'études (2004)
Les religions du monde : perspectives canadiennes
• Manuel de l'élève
• Guide d'exploitation
Français
Français 1202
Authorized Learning
Resources
Français 1202 is a language development course. The course also
offers students an opportunity to study the culture of
francophones who reside in Canadian provinces other than
Quebec. The starting point for the course is the French
community groups of Newfoundland and Labrador. Using
literary works which explore aspects of la francophonie and writings
on topical issues, the course aims both to develop and refine
communication skills, and to provide insight into the linguistic
and cultural reality of francophones in Canadian regions.
Français 1202 - 2202 - 3202: Programme d’études
Alexis
Légendes manitobaines, OR Sans bon sang
Patrimoines (units 2, 3, 4, 5 and 6)
Textes choisis: Auteurs marquants de littérature canadienne
Du bout de la langue .... au bout des doigts
Teacher Resources
Histoire des franco-canadiens de la Saskatchewan
Ruelle
Le Manitoba au coeur de l’Amérique
Contre vents et marées
Le Patrimoine franco-ontarien
189
FRENCH IMMERSION
Français 2202
Authorized Learning
Resources
francophones who reside in Quebec. Using literary works which
explore aspects of la francophonie and writings on topical issues,
the course aims both to develop and refine communication skills,
and to provide insight into the linguistic and cultural reality of
francophones in Quebec.
Maria Chapdelaine
Zone, OR Hier, les enfants dansaient
Rythmes
Textes choisis: Auteurs marquants de littérature canadienne
Du bout de la langue .....au bout des doigts
Teacher Resources
Les Coutumes de nos ancêtres
Situations (relevant articles from units 1, 3, 4, 6 and 9)
Français 3202
Authorized Learning
Resources
190
francophones who reside in countries other than Canada. Using
literary works which explore aspects of la francophonie and writings
on topical issues, the course aims both to develop and refine
communication skills, and to provide insight into the linguistic
and cultural reality of francophones in other countries.
Les Misérables, OR La Civilisation, ma Mère!...
La symphonie pastorale
Cyrano de Bergerac, OR Le voyageur sans bagage
Passages (relevant articles from all six units) (out of print)
Du bout de la langue....au bout des doigts
FRENCH IMMERSION
Teacher Resources
L’Express: Aujourd’hui la France : Kit (Manuel, Guide et
Cassettes)
Tableaux culturels de la France (Manuel et Guide)
Colloques: Textes du Monde francophone (Manuel, Guide et
Cassettes)
Situations (relevant articles from units 1, 5, 7, 8 and 9)
Sciences
Biologie 2231
Ce cours est une introduction à certains principes de base en
biologie et prépare les élèves à poursuivre des études plus avancées
dans ce domaine.
Sujets traités : Fonctions cellulaires, biodiversité, maintien de
l'équilibre dynamique, continuité génétique.
autorisées
Biologie 2231 - Programme d’études (2002)
Biologie 11 (CHE/2002)
Recommandées
La sécurité en sciences (Ministère de l'Éducation du NouveauBrunswick - Division des services pédagogiques/1997)
Biologie 3231
Ce cours est une introduction à certains principes de base en
biologie et prépare les élèves à poursuivre des études plus avancées
dans ce domaine.
Sujets traités : Le maintien de l'équilibre dynamique II, la
reproduction et la développement, la continuité génétique,
l'évolution, le changement et la diversité.
Note: Un examen public sera administré à la fin de l'année
scolaire.
autorisées
Biologie 3231 - Programme d’études (2002)
191
FRENCH IMMERSION
Recommandées
Science de
l'environnnement
3235
Le cours débute en examinant ce qu’est la science de
l’environnement, et en présentant des notions et des théories
propres à l’écologie. Les élèves examinent ensuite, par le biais
d’études de cas, les sujets qui touchent de près la province de
Terre-Neuve-et-Labrador. Le cours se termine en traitant des
questions de nature plus globales qui auront un impact sur la
qualité de vie sur notre planète.
autorisées
Description du cours (en anglais)
Une question d’équilibre : La Terre et nous (BRW/1994)
• guide pédagogique
Notre environnement, nos ressources (LID/1994)
Recommandées
Sciences
humaines
Histoire du Canada
1231
This course focuses on the history of Canada from preConfederation to the close of the 20th century.
Topics: prelude to nationhood, the new nation, the Great War and
its aftermath, a time of turmoil, depression and war, a time of
transition, contemporary Canada.
Authorized Learning
Resources
192
Histoire du Canada 1231 : Programme d'études
Regard sur le Canada
FRENCH IMMERSION
Géographie du
Canada 1232
This course is an introductory Geography course designed to
fulfill the two-credit Canadian Studies requirement.
Topics: the natural environment, natural resources, the new
economy and connections.
Authorized Learning
Resources
Géographie du Canada 1232: Programme d’études
Notre Canada (2e édition)
Teacher Resource
Contact Canada, 2nd edition (teacher manual with French
supplement)
Histoire mondiale
2236
This course is an introduction to the history of civilization,
beginning with classical Greece and ending with the eighteenth
century.
Topics: classical Greece and Rome, the golden ages of India and
China, the Middle Ages, Europe in transition, and the age of
revolutions.
Authorized Learning
Resources
Droit canadien 2134
Course Description, World History 2206
De la préhistoire au siècle actuel
This course is an introduction to Canadian law.
Topics: the origin and nature of our legal and judicial systems, the
moral underpinnings of these systems; the rights, freedoms, and
responsibilities of Canadian citizens; civic law, criminal law,
personal property, contracts; consumer and business law, family
law, our legal system in action, and problems of the legal process.
Authorized Learning
Resources
Course Description, Canadian Law 2104
Le Droit
193
FRENCH IMMERSION
Teacher Resources
Introduction to Canadian Law
• manuel de l’élève (English)
• guide de l’enseignant(e) (English)
Le Système juridique canadien et ses institutions
Le Droit canadien (McGraw-Hill Ryerson)
Histoire mondiale
3231
Authorized Learning
Resources
This course focuses on the twentieth century.
Topics:
• World War I
• Post-War Challenges and Changes
• International Tensions During the 1930s and World War II
• The Cold War
• Regional Development in Post-World War II Africa, Asia and
the Middle East
• Challenges of the Modern Era
Histoire mondiale 3231: Programme d’études
Le XXe siècle: Perspectives historiques
Teacher Resource
L'Effondrement de l'Union soviétique
Affaires et
entrepreneuriat 1130
Authorized Learning
Resources
194
This course is an introduction to current business enterprise
procedures, practices, and careers. It is intended to serve personal
development, special interests, and career goals. It gives a
foundation for other courses such as business mathematics,
economics, and enterprise education. The specific units of study
include: Entrepreneurs and the Business World, Role of Small
Business in the Economy, Communications, Finance, Marketing,
and Human Resources.
Course Description, Business Enterprise 1100
Entrepreneuriat: Introduction à la création d'entreprise
• banque de questions informatisées
FRENCH IMMERSION
Économie canadienne
2233
Authorized Learning
Resources
This course is an introduction to consumer affairs.
Topics: needs versus wants, organizational features of Canadian
business, effective consumer purchasing, management of personal
resources, consumer protection, corporate citizenship
Économie canadienne: programme d’études
(2000)
Économie contemporaine
195
FRENCH IMMERSION
196
ENGLISH SECOND LANGUAGE
English Second Language
(ESL)
197
198
English
Second
Language
(ESL)
ESL programs are intended for students whose first language is not
English and who are unable to benefit fully from regular classroom
instruction because of a lack of comprehension or facility in
English. The intent of this type of program is to enable these
students to develop the necessary English language skills to
function adequately in school and in the community.
Authorized learning resources for ESL are provided under the
Reimbursable Text Policy. According to this policy, school boards
are required to purchase authorized learning resources and submit
copies of the paid invoices to the Learning Resources Distribution
Centre.
Primary
Authorized Learning
Resources - ESL
Student Resources
Spin! - Level A (ISBN 9780130419811, Pearson Longman)
Spin! - Level B (ISBN 9780130419859, Pearson Longman)
Spin! - Level C (ISBN 9780130419804, Pearson Longman)
The Oxford Picture Dictionary for Kids Workbook (ISBN 0-19435218-8, Oxford University Press)
Teacher Resources
The Oxford Picture Dictionary for Kids (ISBN 0-1943-4997-7,
Oxford University Press) (class set)
Chica Chica Boom Boom (ISBN 0-590-43889-1, Scholastic) (6
pack per teacher)
The Very Hungry Caterpillar (ISBN 0-590-03029-9, Scholastic)
(6 pack per teacher)
Today is Monday (ISBN 0-590-45908-2, Scholastic)(6 pack per
teacher)
I Went Walking (ISBN 0-15-200471-8, Harcourt Brace and
Company) (6 pack per teacher)
Five Little Ducks (ISBN: 0-590-96581-6, Scholastic) (6 pack
per teacher)
Clocks and More Clocks (ISBN: 0689717695, Aladdin Books)
(6 pack per teacher)
Here Comes the Snow (ISBN: 0590262661, Scholastic) (6 pack
per teacher)
Who Wants One ( ISBN: 0-689-71642-7, Aladdin Books) (6
pack per teacher)
Dark Night, Sleepy Night (ISBN: 0-590-7334-6, Scholastic) (6
pack per teacher)
199
Spin! - Level A (teacher’s edition, ISBN 9780130419828,
Pearson Longman)
Spin! - Level A (audio CD, ISBN 9780130419842,
Pearson Longman)
Spin! - Level B (teacher’s edition, ISBN 9780130419866,
Pearson Longman)
Spin! - Level B (audio CD, ISBN 9780130419880,
Pearson Longman)
Spin! - Level C (teacher’s edition, ISBN 9780130419910,
Pearson Longman)
Spin! - Level C (audio CD, ISBN 9780130419934, Pearson
Longman)
The Oxford Picture Dictionary for Kids Reproducibles Collection
(photocopy masters, ISBN 0-1943-5200-5, Oxford University
Press)
PM Library Magenta Starters Level One (Ensemble series of 20
readers - 1 set per school) (ISBN 0-1762-1272-3, Nelson
Thomson Learning)
PM Library Magenta Starters Level Two (Ensemble series of 20
readers - 1 set per school) (ISBN 0-1762-1273-6, Nelson
Thomson Learning)
PM Library Red Level (Ensemble series of 30 readers - 1 set per
school) (ISBN 0-1762-1305-8, Nelson Thomson Learning)
PM Library Yellow Level (Ensemble series of 30 readers - 1 set
per school) (ISBN 0-1762-1327-9, Nelson Thomson Learning)
PM Library Blue Level (Ensemble series of 30 readers - 1 set per
school) (ISBN 0-1762-1331-7, Nelson Thomson Learning)
PM Library Green Level (Ensemble series of 30 readers - 1 set
per school) (ISBN 0-1762-1335-X, Nelson Thomson
Learning)
Primary Vocabulary Box (1 per school, ISBN 0-5215-2033-1,
(Cambridge University Press)
Primary Activity Box (1 per school, ISBN 0-5217-7941-8,
Cambridge University Press)
Primary Reading Box (1 per school, ISBN 0-5215-4987-5,
Primary Grammar Box (1 per school, ISBN 0-5210-0963-8,
Classroom Teacher’s ESL Survival Kit #1 (ISBN 0-1313-7613-6,
ERPI/Pearsons Longman) (1 per school)
ESL Newcomer Program : Grades K-2 (activity copymasters and
teacher’s guide, ISBN 0-1336-9257-4, Prentice Hall Regents)
(1 per school)
200
Elementary
Authorized Learning
Resources - ESL
Student Resources
Spin! - Level D (ISBN 9780130419941, Pearson Longman)
Spin! - Level E (ISBN 9780130419996, Pearson Longman)
Spin! - Level F (ISBN 9780130420046, Pearson Longman)
The Oxford Picture Dictionary for Kids Workbook (ISBN 0-19435218-8, Oxford University Press)
Start Reading Series (Levels 1-6) (Oxford University Press)
- Level 1, ISBN 0-19-422471-6
- Level 2, ISBN 0-19-422472-4
- Level 3, ISBN 0-19-422473-2
- Level 4, ISBN 0-19-422474-0
- Level 5, ISBN 0-190422475-9
- Level 6, ISBN 0-19-422475-9
Teacher Resources
Let’s Go Picture Dictionary (ISBN 0-1943-5865-8, Oxford
University Press) (class set)
The Blind Men and the Elephant (ISBN 0-590-45813-2,
Scholastic) (6 pack per school)
Step into Reading Series (Random House)
• Step 3
- Christopher Columbus (ISBN 0-679-80369-6) (6 pack per
teacher)
- Dolphins (ISBN 0-679-8-4437-6) (6 pack per teacher)
- Dinosaur Days (ISBN 0-394-87023-9) (6 pack per teacher)
- The Pied Piper of Hamlyn (ISBN 0-679-42812-7) (6 pack
per teacher)
- Hungry Hungry Sharks (ISBN 0-394-87471-4) (6 pack per
school) (6 pack per teacher)
- The Bravest Dog Ever: The True Story of Balto (ISBN 0-39489695-5) (6 pack per teacher)
• Step 4
- Amazing Rescues (ISBN 0-679-81107-9) (6 pack per
teacher)
- Pompeii Buried Alive (ISBN 0394-88866-9) (6 pack per
teacher)
- The Titanic Lost and Found (ISBN 0-394-88669-0) (6 pack
per teacher)
- Tut’s Mummy Lost and Found (ISBN 0-394-89189-9) (6
pack per teacher)
• Step 5
- Moonwalk (ISBN 0-394-82457-1) (6 pack per teacher)
- To The Top (ISBN 0-679-83885-6) (6 pack per teacher)
201
- The Trojan Horse (ISBN 0-394-89674-2) (6 pack per
teacher)
- True Life Treasure Hunts (ISBN B679-83980-1) (6 pack per
teacher)
Spin! - Level D (teacher’s edition, ISBN 9780130419958,
Pearson Longman)
Spin! - Level D (audio CD, ISBN 9780130419989, Pearson
Longman)
Spin! - Level E (teacher’s edition, ISBN 9780130419903,
Pearson Longman)
Spin! - Level E (audio CD, ISBN 9780130420022, Pearson
Longman)
Spin! - Level F (teacher’s edition, ISBN 9780130420053,
Pearson Longman)
Spin! - Level F (audio CD, ISBN 9780130420077, Pearson
Longman)
The Oxford Picture Dictionary for Kids (ISBN 0-1943-4997-7,
Oxford University Press) (class set)
The Oxford Picture Dictionary for Kids Reproducibles Collection
(photocopy masters, ISBN 0-1943-5200-5, Oxford University
Press)
Intermediate
Authorized Learning
Resources - ESL
202
Student Resources
Weaving It Together (Books 1-4) (Thompson-Heinle, Nelson
Education)
• Level 1: ISBN 083844797X
• Level 2: ISBN 0838448089
• Level 3: ISBN 0838448186
• Level 4: ISBN 0838448313
The Oxford Picture Dictionary Beginning Workbook (Oxford
University Press) [ISBN 0-19-541468-3]
Focus on Grammar (Pearson Longman)
• Book 1: ISBN 13 : 9780131474666
• Book 2: ISBN 13 : 9780131899711
• Book 3: ISBN 13 : 9780131899841
• Book 4: ISBN 13 : 9780131900080
Focus on Grammar Workbooks (Pearson Longman)
• Workbook 1: ISBN 0-13-147469-3
• Workbook 2: ISBN 0-13-189974-0
• Workbook 3: ISBN 0-13-189990-2
• Workbook 4: ISBN 0-13-191235-6
Teacher Resources
Weaving It Together Level 1 and 2 Instructor’s Manual, ISBN
0838448070
Weaving It Together Level 3 and 4 Instructor’s Manual, ISBN
0838448216
Weaving It Together CNN Video for Books 1 and 2, ISBN
0838448178
Weaving It Together CNN Video for Books 3 and 4, ISBN
0838449654
Weaving It Together Audio CD Level 1, ISBN 0838457355
Canadian Oxford Picture Dictionary (class set) ISBN 0-19435270-6
Focus on Grammar (Pearson Longman)
• Books 1 Teacher’s Manual, ISBN 0-13-147468-5
• Book 2 Teacher’s Manual, ISBN 0-13-189973-2
• Book 1 Answer Key, ISBN 0-13-147470-7
•
•
•
•
Book
Book
Book
Book
1
2
3
4
Transparencies,
Transparencies,
Transparencies,
Transparencies,
•
•
•
•
Book
Book
Book
Book
1
2
3
4
Assessment
Assessment
Assessment
Assessment
Pack,
Pack,
Pack,
Pack,
ISBN
ISBN
ISBN
ISBN
•
•
•
•
Book
Book
Book
Book
1
2
3
4
CD
CD
CD
CD
ISBN
ISBN
ISBN
ISBN
0-13-147474-X
0-13-189965-1
0-13-190003-X
0-13-191316-6
Rom,
Rom,
Rom,
Rom,
ISBN, 0-13-194905-5
ISBN, 0-13-194906-3
ISBN, 0-13-194907-1
ISBN 0-13-194908-X
0-13-193142-3
0-13-193141-5
0-13-193140-7
0-13-193139-3
• Book 4 ETS tests, ISBN 0-13-227533-3
All Levels Test Generator, ISBN 0-13-227531-7
203
Senior High
The ESL course offerings at the senior high level are language
(1205, 2205, 3205) and literature (3206) based. The language
courses range from beginner through intermediate to low
advanced while the literature course is designed to help prepare
ESL students for English 3201 which is required for entry into
many post-secondary institutions.
ESL 1205
Authorized Learning
Resources - ESL
Student Learning Resources
Basic English Grammar (ERPI/ Pearson Longman) [ISBN 0-13184412-1]
Oxford Picture Dictionary Workbook (Oxford University Press)
[ISB 0-19-541468-3]
Password 1 (ERPI/Pearson Longman) [ISBN: 0-13-110125-0 ]
Share Your Paragraph (ERPI/Pearson Longman) [ISBN 978-013-660796-0]
Teacher Resources
English as a Second Language 1205 Curriculum Guide (2004)
Basic English Grammar teacher’s guide with answer key (ERPI/
Pearson Longman) [ISBN 0-13-184929-8]
Basic English Grammar test bank (ERPI/ Pearson Longman)
[ISBN 0-13-195954-9]
Canadian Oxford Picture Dictionary (class set) (Oxford
University Press) [ISBN 0-19-435270-6]
Password 1 teacher’s manual audio (ERPI/Pearson Longman)
[ISBN 0-13-111153-1]
Password 1 (audio CD package) (ERPI/Pearson Longman)
[ISBN 0-13-111152-3]
ESL 2205
Authorized Learning
Resources - ESL
Student Resources
Advanced Learner’s Dictionary (Oxford University Press) (ISBN13: 978-0194316064]
Introduction to Academic Writing (ERPI/Pearson Longman)
[ISBN 0-13-193395-7]
Reader’s Choice (University of Michigan Press) [ISBN 978-0472-03205-1]
Understanding and Using English Grammar (ERPI/Pearson
Longman) [ISBN 0-130958661-X]
Teacher Resources
204
An A-Z of English Grammar and Usage (ERPI/Pearson
Longman) [ISBN 0582405742]
Communicate! (LRDC)
The Grammar Book (Thompson/Heinle, Nelson Education)
[ISBN 0838447252]
Grammar Practice Activities: A Practical Guide for Teachers
(Cambridge University Press) [ISBN 0521338476]
Introduction to Academic Writing (text) (ERPI/Pearson Longman)
[ISBN 0-13-193395-7]
Introduction to Academic Writing (answer key) (ERPI/Pearson
Longman) [ISBN 0-13-241028-1]
Learner English: A Teacher’s Guide to Interference and Other
Problems (Cambridge University Press) [ISBN 0521779391]
Practical English Usage (Oxford University Press) [ISBN 978-019-442098-3]
Resource Lines 9/10 (Prentice Hall) (LRDC)
Reference Points: A Guide to Language, Literature and the Media
(LRDC)
Understanding and Using English Grammar (student text)
(ERPI/Pearson Longman) [ISBN 0-130958661-X]
Understanding and Using English Grammar teacher’s guide
(ERPI/Pearson Longman) [ISBN 0-13-958679-2 ]
Understanding and Using English Grammar Chartbook
(ERPI/Pearson Longman) [ISBN 0-13-958703-9]
Understanding and Using English Grammar Answer key
(ERPI/Pearson Longman) [ISBN 0-13- 020552-4]
Understanding and Using English Grammar test bank
(ERPI/Pearson Longman) [ISBN 0-13-958695-4]
ESL 3205
Authorized Learning
Resources - ESL
Advanced Learner’s Dictionary (Oxford University Press) (ISBN13: 978-0194316064]
Understanding and Using English Grammar ((ERPI/Pearson
Longman) [ISBN 0-130958661-X]
Writing Academic English (ERPI/Pearson Longman) [ISBN 013-152359-7]
Teacher Resources
Communicate! (LRDC)
205
Exploring Through Writing: A Process Approach to ESL
Composition, 2nd edition (Cambridge University Press) [ISBN
052165761X]
Handbook for Writers, 4th Canadian Edition (Prentice Hall)
[ISBN 0131272551]
(LRDC)
Resources Lines 9/10 (LRDC)
ESL 3206
Authorized Learning
Resources - ESL
Advanced Learner’s Dictionary (Oxford University Press) [ISBN13: 978-0194316064]
Style and Substance: A Multimedia Approach to Literature and
Composition (ERPI/Pearson Longman) [ISBN 2-7612-12104]
MacBeth (parallel text version) (Perfection Learning) [ISBN
0789122510]
Novels (one of the following for in-depth study)
Fahrenheit 451 (LRDC)
The Perfect Storm (LRDC)
The Hobbitt (LRDC)
Lord of the Flies (LRDC)
Night (LRDC)
Teacher Resources
Style and Substance: A Multimedia Approach to Literature and
Composition (Instructor’s Guide) (ERPI/Pearson Longman)
(LRDC)
Resources Lines 9/10 (LRDC)
MacBeth (parallel text version, teacher edition) (Perfection
Learning) [ISBN 0789160927
Echoes 11 and 12 (student manual, teacher guide, and CD
audio package) (LRDC)
Land, Sea and Time: Books 2 and 3 (student manual and teacher
guide) (LRDC)
206
GRADUATION REQUIREMENTS
Graduation Requirements
207
208
Graduation
Requirements
Students who Enter Level I
in September 2005 or Later
Students require 36 credits to graduate from the Newfoundland
and Labrador high school system. However, most students
complete 14 credits each year for a total of 42 credits after three
years. Credits must be completed to fulfill each of the subject
area credit requirements below.
Subject Area
Please note:
Satisfying Minimum Graduation
Requirements does not necessarily satisfy
entrance requirements for many postsecondary schools. Students wishing to attend
a post-secondary school should consult entrance
requirements for the particular school.
Required # of Credits
Language Arts
Optional Language Arts
6 credits
2 credits
Mathematics
4 credits
Science
4 credits
Social Studies
World Studies
Canada Studies
2 credits
2 credits
Career Education*
2 credits
Fine Arts
2 credits
Physical Education
2 credits
Other Required Credits
Enterprise Education,
French, Religious Education,
Technology Education,
Family Studies**
Any Subject Areas
Total
4 credits
6 credits
36 credits
* This requirement includes a community contribution
component.
** Students must complete courses from any two of the
categories. However, students may use four French credits to
fulfill this requirement.
209
Notes:
1. at least 20 of the total credits must be obtained beyond Level
I, and
2. at least 9 of the total credits must be beyond Level II. At least
5 of these credits must be obtained in the Newfoundland and
Labrador Senior High School Program.
3. A students cannot use more than 4 local course credits
(including alternate courses) to contribute to the 36 credits to
graduate.
Course Numbering
System
1st Digit
Indicates the year in which the course is normally studied
1XXX
2XXX
3XXX
4XXX
2nd Digit
Indicates the number of credits assigned to the course
X1XX
X2XX
3rd Digit
1 Credit
2 Credits
Is used by the Department of Education to indicate the specific
status of a course
XX0X
XX1X
XX2X
4th Digit
1st Year Course
2nd Year Course
3rd Year Course
4th Year Course
Regular Status
Provincial Pilot
Local Course
Differentiates between course in the same subject
1XX2
1XX5
More detail can be obtained from the publication Senior High
School Certification Handbook available from the Division of
Evaluation, Testing, and Certification.
210
PUBLISHERS AND DISTRIBUTORS
Publishers and Distributors
211
212
English Language
Academic Book Caravans
331 Arvin Avenue
Stoney Creek, ON
L8E 2M6
Annick Press
15 Patricia Avenue
Willowdale, ON
M2M 1H9
Aquila Communications Limited
2642 Diab Street
St. Laurent, QC
H4S 1EB
Atlantic Books Limited
35 Cobequid Drive
Truro, Nova Scotia
B2N 5R1
B. Broughton Company Limited
2105 Danforth Avenue
Toronto, ON
M4C 1K1
Bantam Books Canada Incorporated
105 Bond Street
Toronto, ON
M5B 1Y3
Benchmark Education
100 Armstrong Avenue
Georgetown, ON
L7G 5S4
Book Society of Canada
4386 Sheppard Avenue East
P.O. Box 2009
Agincourt, ON
M1S 3B6
Boosey & Hawkes (Canada) Limited
179 Yorkland Boulevard
Willowdale, ON
M2J 1S7
213
Breakwater Books
100 Water Street
P.O. Box 2188
St. John’s, NL
A1C 6E6
CSEA National Office
675 Samuel de Champlain
Boucherville, QC
J4B 6C4
Canadian Musician Books
Distributed by Sound and Vision
Canadian Education Association
252 Bloor Street West
Suite 8-200
Toronto, ON
M5S 1V5
Chappell Music (Canada) Limited
88 Scarsdale Road
Suite 101
Don Mills, ON
M3V 2R2
Coles Publishing
90 Ronson Drive
Etobicoke, ON
William Collins Sons & Company
1995 Markham Road
Scarborough, ON
M1B 5M8
A.L. Collis & Son, Limited
556 Topsail Road
P.O. Box 457, Station “C”
St. John’s, NL
A1C 5K4
214
Cottontales Bookstore
Main Highway
Bay Roberts, NL
A0A 1G0
(Mailing Address:
P.O. Box 286
Spaniard's Bay, NL
A0A 3X0
Coulmar Curriculum Consultants Ltd.
P.O. Box 29061
12 Gleneyre Street
St. John's, NL
A1A 5B5
Harry Cuff Publications
94 LeMarchant Road
St. John’s, NL
A1C 2H2
Creative Publications
300 Water Street
Whitby, ON
L1N 9B6
Creative Book Publishing
36 Austin Street
P.O. Box 8660
St. John's, NL
A1B 3T7
Curriculum Plus
Georgetown, ON
L7G 5S4
Dominie Press
Georgetown, ON
L7G 5S4
Doubleday Canada Limited
105 Bond Street
Toronto, ON
M5B 1Y3
215
Educorp Multimedia
7434 Trade Street
San Diego, CA
92121-2410
U.S.A.
Canada: CityInteractive, Toronto
Empire Music
P.O. Box 58116
Vancouver, BC
V6P 6C5
Encyclopedia Britannica Publications Limted
175 Holiday Inn Drive
P.O. Box 21022
Cambridge, ON
N3C 4B1
Fitzhenry & Whiteside Limited
195 Allstate Parkway
Markham, ON
L3R 4T8
Flanker Press
P.O. Box 2522
Station C
St. John's, NL
A1C 3K1
(Street address: Unit 2, 57 Old Pennywell Road)
Formac Publishing Company Limited
5502 Atlantic Street
Halifax, NS
B3H 1G4
Frederick Harris Music Company Limited
529 Speers Road
Oakville, ON
L6K 2G4
GTK Press (A Division of the Gateway to Knowledge Inc.)
Unit 109
18 Wynford Drive
Don Mills, ON
M3C 3S2
216
Goose Lane Editions
469 King Street
Fredericton, NB
E3B 1E5
Gordon V. Thompson Music
85 Scarsdale Road
Don Mills, ON
M3B 2R2
Grolier Limited
2925 Cotê-de-Liesse
Saint-Laurent, PQ
H4N 2X1
William C. Hutchings Music Limited
30 Main Street
Corner Brook, NL
A2H 1C3
Hutton’s Music Store
214 Duckworth Street
St. John’s, NL
A1C 1G5
Kodály Center of America
15 Denton Road
Wellesley, MA
U.S.A.
02181
Kids Can Press Limited
29 Birch Avenue
Toronto, ON
M4V 1E2
Lascelles Productions Limited
401 Lascelles Street
P.O. Box 959
Hastings 4201
New Zealand
646-878-9652
Learning Resources Distribution Centre (LRDC)
Building 909, Pleasantvile
St. John's, NL
A1A 1R1
217
Learnx Press
155 College Street
Toronto, ON
M5T 1P6
MathPlus
c/o Stephen Bannister
25 Bristol Street
St. John's, NL
A1A 2E5
McClelland & Stewart
481 University Avenue
Suite 900
Toronto, ON
M5G 2E9
McGraw-Hill Ryerson Limited
300 Water Street
Whitby, ON
L1N 9B6
Mediaphiles
P.O. Box 535421
Grand Prairie, TX
75053
U.S.A.
Methuen Publications
150 Laird Drive
Toronto, ON
M4G 3V7
NAEA Publications
1916 Association Drive
Reston, Virginia
20191-1590
U.S.A.
Nelson Thomson Learning
1120 Birchmount Road
Scarborough, ON
M1K 5G4
218
NeWest Press
201-8540 109th Street
Edmonton, AB
T6G 1E6
Norris Music Limited
229 Park Avenue
Mount Pearl, NL
A1N 1L4
Ontario Institute for Studies in Education (OISE)
252 Bloor Street West
Toronto, ON
M5S 1V5
Organization of American Kodály Eucators
823 Old Westtown Road
West Chester, PA
U.S.A.
19382
Oxford University Press
70 Wynford Drive
Don Mills, ON
M3C 1J9
PAC National
Suite 282
6170 West Lake Mead Boulevard
Las Vegas, NV
89108
U.S.A.
Pacific-Rim Publishers
Site 21 C-50
Gabriola, BC
V0R 1X0
Pearson Education Canada
26 Prince Andrew Place
Don Mills, ON
M3C 2T8
Penguin Books Canada Limited
10 Alcorn Avenue
Suite 300
Toronto, ON
M4V 3B2
219
Provincial Music Limited
21 Campbell Avenue
P.O. Box 7375
St. John’s, NL
A1E 3Y5
Raincoast Books
9050 Shaunessey Street
Vancouver, BC
V6P 6E5
Reader’s Digest Association (Canada) Limited
1100 René Lévesque Boulevard West
Montréal, QC
H3B 5H5
Red Brick Learning
Georgetown, ON
L7G 5S4
Reidmore Books
18228 - 102nd Avenue
Edmonton, AB
T5S 1S7
The Resource Centre
P.O. Box 190
Waterloo, ON
N2J 3Z9
Robinson Blackmore Printing and Publishing Limited
P.O. Box 8660
36 Austin Street
St. John’s, NL
A1B 3T7
Scholastic Canada Limited
175 Hillmount Road
Markham, ON
L6C 1Z7
Schott/MMB Music, Incorporated
P.O. Box 32410
10370 Page Industrial Boulevard
Saint Louis, MO
63132
U.S.A.
220
Science Research Associates (Canada) Limited
707 Gordon Baker Road
Willowdale, ON
M2H 2S6
Sound and Vision Publishing Limited
359 Riverdale Avenue
Toronto, ON
M4J 1A4
Statistics Canada
120 Parkdale Avenue
Ottawa, ON
K1A 0T6
Trifolium Books Incorporated
Suite 203
250 Merton Street
Toronto, ON
M4S 1B1
WMK Services
P.O. Box 553
Bay Roberts, NL
A0A 1G0
Waterloo Music Limited
3 Regina Street North
Waterloo, ON
N2J 4A5
World Book Educational Products of Canada
Suite 124
234-5149 Country Hills Boulevard North West
Calgary, AB
T3A 5K8
Wright Group/McGraw Hill
300 Water Street
Whitby, ON
L1N 9B6
221
English Second
Language
Addison Wesley distributed by Pearson Education Canada
Don Mills, ON
M3C 2T8
www.pearsoned.ca
Aladdin Paperbacks
Distican Inc.
35 Fulton Way
Richmond Hill, ON
L4B 2N4
1-800-268-3216
Barron's Educational Services
250 Wireless Boulevard
Hauppage, NY 11788
U.S.A.
www.barronseduc.com
Cambridge University Press distributed in Canada by Georgetown
Terminal Warehouse
34 Armstrong Avenue
Georgetown, ON
L7G 4R9
www.cambridge.org.us/esl/ordering.htm
ERPI/Longman
5757 Cypihot Street
Saint-Laurent, QC
H4S 1R3
www.longman-esl.ca
Harbourt and Brace
Harcourt Canada School Division
55 Horner Avenue
Toronto, ON
M8Z 4X6
(416) 255-4491
St. John's, NL
A1A 1R1
222
Nelson Thomson Learning
Toronto, ON
M1K 5G4
(415) 752-9448
www.nelson.com
Oxford University Press
70 Wynford Drive
Don Mills, ON
M3C 1J9
1-800-387-8020
www.oup.com/ca/esl
Pearson Longman distributed by ERPI/Longman
5757 Cypihot Street
Saint-Laurent, QC
H4S 1R3
www.longmanesl.ca
Perfection Learning
1000 North Second Avenue
P.O. Box 500
Logan, IA 51546-0500
U.S.A.
1-800-831-4190
www.perfectionlearning.com
Prentice Hall Regents distributed by Pearson Education Canada
Don Mills, ON
M3C 2T8
www.personed.ca
Random House of Canada Ltd.
2775 Matheson Boulevard East
Mississauga, ON
L4W 4P7
(905) 624-0672
Fax: (905) 624-6217
Scholastic Canada Ltd.
175 Hillmount Road
Markham, ON
L6C 1Z7
(905) 887-7323
Fax: (905) 887-3642
223
Thompson-Heinle distributed by Nelson Thompson Learning
Toronto, ON
M1K 5G4
www.heinle.com
University of Michigan Press distributed in Canada by
Georgetown Terminal Warehouse
34 Armstrong Avenue
Georgetown, ON
L7G 4R9
www.press.umich.edu/ordering.jsp
French Language
Agence de Distribution Populaire Incorporée
955, rue Amherst
Montréal, QC
H2L 3K4
Aquila Communications Limited
8354 Labarre Street
Montréal, QC
H3P 2E7
Brault et Bouthillier Limitée
700, rue Beaumont
Montréal, QC
H3N 1V5
Bridon School Supplies
P.O. Box 219, Station A
Scarborough, ON
M1K 5C1
Centre Educatif et Culturel Incorporée
8101, boul. Métropolitain est
Anjou, QC
H1J 1J9
Centre franco-ontarien de ressources pédagogiques
435, rue Donald
Ottawa, ON
K1L 4X5
224
DMR Distribution Incorporée
3700A boul. St-Laurent
Montréal, QC
H2X 2V4
Desmarais et Robitaille Limitée
60, Notre-Dame Quest
Montréal, QC
H2Y 1S6
Diffusion Dimédia Incorporée
539, boulevard Lebeau
Ville St-Laurent, QC
H3N 1S2
Diffusion Prologue
1650 boulevard Lionel-Bertrand
Boisbriand, QC
J7H 1N7
Editions Accord Incorporée
P.O. Box 580
Don Mills, ON
M3C 2T8
Editions Beauchemin Limitée
3281, avenue Jean-Béraud
Chomedey Laval, QC
H7T 2L2
Éditions Chenelière/McGrawHill
7001, boulevard Saint Laurent
Montréal, QC
H2S 3E3
Éditions Marie France
9900 avenue des Laurentides
Montréal Nord, QC
H1H 4V1
(514) 329-3700
www.marie-frances.qc.ca
Editions du Renouveau Pédagogique Incorporée (ERPI)
5757, rue Cypihot
Ville Saint-Laurent, QC
H4S 1R3
225
Les Editions Champlain Limitée
60, Notre-Dame Quest
Montréal, QC
H2Y 1S6
Editions Etudes Vivantes
817, rue Bergar
Laval, QC
H7L 4Z7
Les Editions Françaises Incorporée
955, rue Amherst
Montréal, QC
H2L 3K4
L’Office du Catéchèse du Québec
215, Chemin de la Côte Ste-Cathérine
Montréal, QC
H3T 1B6
Les Editions Héritage Incorporée
300, rue Arran
St-Lambert, QC
J4R 1K5
Editions HRW Limitée
955, rue Bergar
Laval, QC
H7L 4Z6
Editions Hurtubise HMH Limitée
1815 avenue De Lorimier
Montréal, QC
H2K 2W6
Editions Pierre Tisseyre (see ERPI)
Graficor/Vézina
7001 boulevard St. Laurent
Montréal, QC
H2S 3E3
Guérin Editeur Limitée
4501, rue Drolet
Montréal, QC
H2T 2G2
226
St. John's, NL
A1A 1R1
Leméac Editeur Incorporée
11245 Marie-Anne est.
Montréal, QC
H2J 2B7
Librairie Scolaire Canadienne
2244, rue de Rouen
Montréal, QC
H2K 2Z5
Lidec Incorporée
4350, ave de l’Hôtel-de-Ville
Montréal, QC
H2W 2H5
Mondia Distribution Incorporée
1877, boulevard Industriel
Ville de Laval, QC
H7S 1A3
Materials and
Equipment
Boreal Laboratories Limited
399 Vansickle Road
St. Catherines, ON
L2S 3T4
Exclusive Educational Products
243 Saunders Road
Barrie, ON
L4M 6E7
Merlan Scientific Limited
Georgetown, ON
L7G 4X6
Northwest Laboratories Limited
61 Malcolm Road
P.O. Box 1356
Guelph, ON
N1H 6N8
227
Spectrum Education Supplies Limited
125 Mary Street
Aurora, ON
L4G 1G3
Library Supplies
Brodart Limited
109 Roy Boulevard
Braneida Industrial Park
Brantford, ON
N3T 5M3
Moyer's
25 Milvan Drive
Weston, ON
M9L 1Z1
228

H:\CURRIC\GUIDES\Maureen\Program of Studies 2008

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