ENGLISH
KINDERGARTEN
The Kindergarten Program at Gander Academy, as described in the provincial document 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, religious education, and core French.
PRIMARY
The curriculum in Grades 1, 2, and 3, as prescribed by the provincial government is designed to develop fundamental knowledge, skills, and values. The curriculum is a differentiated one with prescribed content and core objectives in: English language arts, mathematics, science, social studies, core French, music, art, physical education, health and religious education.
The focus at Gander Academy as in all primary level schools in Newfoundland and Labrador 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.
ELEMENTARY
In Newfoundland and Labrador, the curriculum in Grades 4, 5, and 6 as in primary, 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 programs in English language arts, mathematics, science, social studies, music, art, physical education, core 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 curriculum provides a stimulating and challenging environment for students. Processes and procedures that make it possible for new interest to appear and new purposes to emerge are 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.
Our aim is that students at Gander Academy will have educational experiences from Kindergarten to Grade Six that will lay a solid foundation for future learning by:
- creating a love of learning;
- helping children become more effective problem solvers, 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; and,
- supporting the involvement of parents.
Excerpt from : Department of Education Program of Studies
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