Royal St. George’s Junior School Curriculum Book 2011 - 2012 Welcome to a wonderful new year of learning in the Junior School at Royal St. George’s College. We are a thriving community working together to make your sons’ educational experience enriching, exciting and unforgettable. We have a dynamic, evolving curriculum in the Junior School at Royal St. George’s. Primarily, we follow the curriculum standards and objectives set by the Ontario Ministry of Education. Within these guidelines, we are able to enrich and extend the curriculum to challenge each of our boys. We continue to revisit and reevaluate our curriculum throughout the year in order to make RSGC the best learning environment for your sons. The Junior School at Royal St. George’s has an energetic and talented group of teachers who strive to individualize their instructions and their program: enriching student learning where necessary and providing extra help and encouragement when needed. Our goal is to provide a challenging program for all. On behalf of the staff, we would like to express our excitement and anticipation of a great year. We are working together to develop a strong personal relationship with your sons and to provide them with the best possible physical, emotional, and academic support in a caring and nurturing environment. Catherine Kirkland Head of the Junior School

General Information Cumulative Marking System Grades are determined by the following scale: A+ = 95%-100% A = 85%-94% A- = 80%-84% B+ = 77%-79% B = 74%-76% B- = 70%-73% C+ = 67%-69% C = 64%-66% C- = 60%-63% D = 50-59% F = less than 50% A Range Exceeds the Expectations B Range Meets the Expectations C Range Below the Expectations

Report Cards and Parent-Teacher Interviews Academic Reports are sent home at the end of both terms. Formal interviews are held twice a year; although, appointments may be made for individual interviews at any time. The following is a list of dates for the 2011-2012 academic year: Midterm Reports Friday, November 4th, 2011 Mid term Interviews Wednesday, November 9th (evening) Thursday, November 10th (all day) First Term Reports Friday, January 27th, 2012 Portfolios sent home Friday, March 30th, 2012 Parent-Teacher Conferences Tuesday, April 3rd, 2012 (evening) Wednesday, April 4th, 2012 (evening) Final Reports mailed home Friday, June 22nd, 2012 Promotion Standards Academic achievement must be the first priority of every student. In-school tests, the passing grade is 50%; however, we consider the following criteria to be the standard for promotion to the following grade: 65% overall average (cumulative) 65% in English, math, science, social studies No failures (below 50%) An average of less than 65% brings about a review of the progress of any boy. Such a review looks not only at actual results, but also consistency of effort, attitude to work, and general conduct. Decisions on promotion are based on the cumulative average of all three terms, which appears on the third term report card in June. In cases where the under-65% pupil is considered to be making a conscientious effort and where we believe that there is a reasonable hope for an improvement in marks, he will be promoted. Persistent discipline problems with a pupil will lead to a request for the boy to leave the School before the end of the year, regardless of his academic performance. Homework All boys are expected to do homework each week night. We will try to avoid giving homework on weekends and over holidays: however long term assignments may be done at this time. Time on homework, obviously, will vary from day-to-day depending on the work assigned. The estimated average amount of homework each night is the grade X 10 minute (for instance, Grade 3 X 10 = 30 minutes/night). Homework is more than doing that day’s assigned work. It should consist of: • review of new work taught that day • preparation for upcoming tests • making sure that notes are complete • checking the academic conferences for any other assigned work • independent reading These are just a few of the items that should be accomplished in that time period.

All boys are expected to do homework each night, and sometimes that just involves reading or organizing. Time on homework obviously will vary from day-to-day depending on the work assigned. The estimated average amount of homework each night can be calculated by using the following formula: Grade X 10 = Average time per night on homework Examples: Grade 3 = 30 minutes/night Grade 5 = 50 minutes/night Grade 7 = 70 minutes/night Homework is more than doing that day’s assigned work. It should consist of: o Review of new work taught that day o Preparation for upcoming tests o Making sure that notes are complete o Checking the academic conferences for any other assigned work o Independent reading These are just a few of the items that should be accomplished in that time period.

Homework Book Every boy in grades 3 to 6 has a homework book in which he writes his assignments each day. Any homework not done is reported to the parents as soon as possible. Every boy must carry the Junior School Homework Book at all times and use it daily. If homework is not done, a note from the parents explaining the circumstances should be written in the book. Parents are encouraged to check this to see what homework has been assigned on any given day Extra Help Classes It is the responsibility of each boy to seek out and attend extra help classes in any subject in which he has difficulty. Extra help is also recommended as a tool to improve a grade which already meets the expectations of the teacher. Exams Students in grades three through six do not write formal exams. Subject teachers, however, may choose to give exams in the context of their classes at the end of each term in these grades. Students in grades seven and eight write one set of formal exams towards the end of the first term, and they will have an evaluation week at the end of the third term. Again, subject teachers may choose to give additional exams in the context of their classes in the second term. Visual Art Students will be introduced to a variety of materials, activities and assignments to encourage them to develop skills, knowledge and experience in four strands of art: - Knowledge of the Elements and Principles of Design - Art History and Appreciation - Creative Work and Process - Critical Thinking and Visual Literacy. Students will have an opportunity to work independently and collaboratively. Exhibitions of students’ work will be on display throughout the school during the year. Artworks will be returned to students in June following the annual “End of Year Art Show”. Music Every boy in the Junior School has one period of music each day. Boys in grades three, four and five have a program that includes both voice and instrument. Beginning in grade six, the pupils may be either in the choir, or in the instrumental program using rented instruments.

Athletic Program I: Physical Education Classes: Every other day The physical education program offers a variety of individual and group activities balancing all competency levels. Our goal is full participation from every student. Classes are scheduled on alternate days for grades three to six, and grades seven and eight. Fair play, cooperation, and improved physical fitness are some examples of the benefits derived from this program. Health is taught in the spring term. The topics covered are important and appropriate to each grade level. The physical education activities for this year are as follows: Grades 3 - 6 Fall term soccer, judo, rugby, cooperative/low organized games, fitness Winter term basketball, swimming, hockey, judo, fitness Spring term cooperative/low organized games, softball, judo, lacrosse, fitness Grades 7 & 8 Fall term soccer, judo, rugby, volleyball, fitness Winter term basketball, swimming, hockey, judo, fitness Spring term badminton, softball, judo, lacrosse, rugby, fitness Health Healthy active living encompasses a combination of physical activity and appropriate lifestyle choices. Students should begin early on to acquire basic knowledge about a wide variety of health-related topics, while developing relevant skills. They need to understand how their actions and decisions affect their overall health, fitness, and personal well-being. Each student will learn how to apply their learning to make positive, informed choices in all areas of their life. The health curriculum will provide the students with: * an understanding of the importance of physical fitness, health, and well-being and the contributing factors * a personal commitment to positive, healthy behaviours The four strands of the curriculum are: * healthy eating * growth and development * personal safety and injury prevention * substance use and abuse

Outdoor Education

All of our Outdoor Education programmes in the Junior School will be run by ALIVE OUTDOORS. Grade 3 and 4 (Wanakita) The grade 3’s and 4’s outdoor experience will take place in the winter this year. There will be separate programmes run for both grades, but they will come together for meals, games and social time. The programmes taught are part of each grade’s curriculum. An information package (as well as a packing list) will go home in the weeks preceding your son’s trip. Wednesday, January 18th to Friday, January 20th, 2012 Grade 5 and 6 Canoeing (Pinecrest) The grade 5 and 6 students will be participating in canoeing. Working and traveling together will provide the boys with opportunities for personal growth, development of leadership and teamwork skills, as well as exposure to hands-on ecology that isn’t possible in a classroom. One of the many goals of this experience is for students to embrace their capabilities when placed in a new environment, and to support one another while being immersed in the outdoors. Monday, September 19th to Thursday, September 22nd, 2011 Grade 7 (Onondaga) Since 7th grade is an entry point for some students into Royal St. George’s College, an emphasis on community is essential. On this trip, students are introduced to various outdoor activities. Our focus is not necessarily skill based, but rather getting the boys to work together, and to interact with their new peer group. For some boys, this is their first experience away from home, and we work hard at creating a supportive and caring environment. Monday, September 12th to Thursday, September 15th, 2011 Grade 8 (Quebec City) The grade 8 boys will be capping off their Junior School experience with an exciting trip to Quebec City. They will experience French culture, stories of the history of our great country and times to remember with their classmates. Wednesday, May 30th to Saturday, June 2nd, 2012

Guidance The strands provided in the Health curriculum combine the living skills (personal-interpersonal communication, conflict-resolution, goal-setting, organizational, time management, problem-solving, and decision making skills) that all students require. In addition to the above living skills, boys in grades seven and eight will begin to prepare for making future vocational and educational choices. This year, boys will spend a period every second Friday devoted to the implementation of a guidance and well-being curriculum. Learning Centre/Learning Strategist The Junior School Resource Centre is located in 128 Howland Avenue. The Learning Strategist is available to assist both students and staff, and enrich all areas of the curriculum. Study Skills Study habits are discussed in subject classes. In grades three to eight subject and form teachers will be covering these topics in an ongoing fashion. In addition, individual teachers will talk to their classes about studying for their particular subject. We believe study skills are best taught in relation to what the boys are learning. Religion Even though Royal St. George’s College is an Anglican school, it is open to boys of all faiths and denominations, and the presence of a large variety of beliefs enriches our fellowship. However, we are a Christian community, and all boys are expected to attend chapel services and religious education classes. We do not proselytize; we do give an introduction to the Anglican faith. Library The Guild Library is located on the 3rd floor of the Senior School. The primary focus of the library is to meet the research needs of staff and students at RSGC and to encourage a life-long love of reading. Resources include print and non-print materials and computerized access to information. The library subscribes to a number of electronic databases, and encyclopedias which, along with the library catalogue, can be accessed on any networked computer throughout the Junior and Senior School buildings. The library catalogue can also be searched from home via the school web site. The library is open to Junior School students at any time, except Junior School lunch when they must ask permission of the library staff. Books can be returned through the library drop slot after hours. Special events run through the library include our annual Get Caught Reading Night and the Birthday Book Program.

Junior School Faculty (2011 – 2012) Junior School Phone (416) 516-5200 Administration Voicemail

Mr. Stephen Beatty - Headmaster 223 Mr. Paul O’Leary - Assistant Headmaster, Head of Senior School 269 Mr. Andrew Whiteley - Chief Financial Officer 230 Ms Catherine Kirkland - Head of Junior School 283 Mr. Mark Ackley - Director of Athletics, Physical Education 236 Mr. Charles Fowler - Computer Technology 268 Mr. Douglas Jamieson - Director of Choral Music, 5 - 8 Music 276 Mr. David Lee - Director of Advancement & Alumni Development 284 Mr. Tom Stevens - Director of Admissions 227 Mr. Nick Van Herk - Director of University Affairs 246 Mrs. Caroline van Nostrand - Director of Capital Campaign 298

Form Teachers Ms Margaret Nozuka - Grade 3 Core subjects 308 Ms Nadya Habib - Grade 4 Core subjects 305 Mr. Jay Kearsey - Grade 5 Core subjects 367 Mr. Brian Robinson - Grade 6 Core subjects 365 Mr. Wayne Bibby (7B) - Grade 7 Math and Science 360 Mr. John Mazurek (7M) - Grade 7 English and Social Studies 334 Mr. Glen Algarvio (8A) - Grade 8 Math and Science 353 Ms Stefanie Turner (8T) - Grade 8 English and Social Studies 312

Other Teachers Ms Jennifer Bonetta - Grade 7 & 8 French 359 Mr. Simon Cain - Computer Technology 268 Ms Michelle Carter - Library & Technology Support 282 Mr. John Evans - Physical Education 248 Ms Kelley Fitzpatrick - Resource 324 Fr. John Hodgins - Chaplain 235 Mr. Tim Hutton - Library & Technology Support 267 Ms Andrea Kaye - Counselor 251 Mr. Sean Loucks - After School Programme 309 Ms Anna Magor - Curriculum Coach 332 Mr. Gary Martin - Grade 6 - 8 Instrumental Music 273 Ms Laura McPhedran - Resource (Maternity Leave) 239 Ms Mardi Michels - Grade 3 - 6 French 370 Mr. David Miller - Physical Education; Judo instructor 361 Mr. Aaron Payne - Computer Technology 268 Ms Emma Roche - Community Service Co-ordinator 270 Mr. Torin Rumball - Computer Technology 268 Mr. Peter Sarellas - Grade 3 - 8 Physical Education 266 Ms Janet Stephenson - Resource 281 Mr. Adrian Thornbury - Grade 3 - 8 Physical Education 339 Mrs. Emilie Toguri - Grade 3 - 8 Art 364 Mr. Tom Wade West - Grade 3 - 8 Music 274

Administration Ms Jacquie Baby - Jr. School Administrator 278 Ms Dianne Ryan - Jr. School Administrator (Fridays) 278

THE CURRICULUM — Grade Three Language Arts Students will learn and develop effective reading, writing and oral communication skills. The writing process will be explored through creative writing assignments and several novel studies. Regular homework will be assigned to strengthen spelling, grammar and handwriting abilities. Students will be encouraged to read fiction and non-fiction works and reflect on their progress throughout the year. Texts: A Child's Portrait of Shakespeare by Lois Burdett Other literature as selected by the teacher Language Power - Book B Spelling Mastery - Level C Loops and Other Groups, A Kinesthetic Writing System The Canadian Oxford Paperback Dictionary The Adventures of Daniel Boom aka: Loud Boy by D. Steinberg My Father’s Dragon by Ruth Stiles Gannett Mathematics Students will practice and explore in the Numeration, Geometry, Algebra and Patterning, Measurement, and Data Management and Probability strands. These concepts will be taught and reinforced through a variety of strategies. Some of these methods include teacher-directed instruction, games, repetitive drill work, exploration with manipulatives, group work, and experimental investigations. Texts: Everyday Mathematics - Journals 1 & 2 Everyday Mathematics - Student Reference Book Everyday Mathematics - Minute Math

Science Students will learn about the wonders of science while exploring themes such as: What is Science?

Monarchs in the Classroom Growth and Change in Plants Magnetism Forces and Movement Stability

Opportunities for independent work, group work, computer applications (e.g. iMovie), and many hands-on explorations (e.g. LEGOdacta) will be provided. Evaluation will be based on ability to understand and solve problems, discuss concepts, written reports, science research projects and in class quizzes. Texts: Science & Technology: Plant Growth Science & Technology: Magnetism Science & Technology: Forces and Movement Science & Technology: Stability Social Studies This course investigates history and geography with a Canadian perspective. Students will learn about how people lived over the past 100 years and use new knowledge to determine what they think life will be like in the next 100 years. Group work, notetaking, and independent research skills will be developed through several project based assignments on pioneer and rural and urban communities. Mapping and Atlas skills will also be emphasized and integrated throughout. Students will be evaluated using a variety of assessment tools (e.g. conferencing, notebook, portfolio, quizzes). French The focus of the Grade Three French program is to develop strong communication skills through the introduction of the language in a meaningful way. Kinesthetic, story, song and drama-based activities designed specifically for students of this level are used to introduce the language. Vocabulary is learned in association with gestures and students play an active role in developing their oral skills. These skills are the main focus of the program, though appropriate exposure to the written word and the opportunity to develop reading skills occur throughout the year. French classes take place on a daily basis. Texts: Histoires en Action! 1

Choral Music The primary objective of this course is to get the children singing. The boys explore their singing voices through a variety of musical activities and games. The importance of focused listening is emphasized. The basic elements of music literacy will be introduced, with an emphasis being placed on music reading. Students are immersed in an environment of mutual support and learn the cooperative skills vital to the success of the ensemble. The atmosphere is energetic, positive, and fun. The boys will perform often in both school and more public settings. Texts: Musicanada 3 Music History and Theory Workbook, Book 1 Oxford Folksong Series Instrumental Music This course introduces the boys to the descant recorder and gives them the opportunity to work cooperatively in a musical group. The students will begin to read musical notation. Correct breathing, fingering and posture are emphasized, as is the importance of listening to the other members of the ensemble. The students will have opportunities to take part in the regularly scheduled end-of-term concerts. — Grade Four Language Arts The course encompasses three main strands: reading, writing, and oral and visual communication. Within these strands, several topics will be addressed: creative and nonfiction writing, independent reading, research and drama. As much as possible, literature studied will reflect the themes being studied in Science and Social Studies. Texts: Impressions: Run Forever Anthology Spelling Mastery - Level D Cursive Writing Practice with a Twist Hatchet by Gary Paulsen Incredible Journey by Sheila Burnford My Side of the Mountain by J.C. George Number the Stars by Lois Lowry The Book of Three by Lloyd Alexander The Whipping Boy by Sid Fleischman The Door in the Wall by Marguerite de Angeli A Company of Fools by Deborah Ellis Cornerstones Anthology

Mathematics The course encompasses: collecting and analyzing data, representing numbers, analyzing various polygons, building operation sense, exploring area and perimeter, exploring fractions and decimals, understanding multiplication and division, analyzing solids, discovering patterns and relationships, exploring outcomes, and relating measures. Text: Everyday Math Science The course consists of the following topics: Habitats and Community, Rocks and Minerals and Sound Energy. Students will design and conduct hands-on inquiries, record relevant observations and communicate results in a variety of ways. Students will learn science-appropriate vocabulary, and follow safe work procedures in all investigations. A variety of print, video and computer resources will be used in this course. Texts: Exploring Spaceship Earth Science and Technology 4 Series Social Studies The course covers three primary areas of investigation: Canada’s provinces and territories, mapping, and medieval times. Throughout each term students will be taught to develop skills in: the inquiry and research process, oral and written communication; and the use of maps. Specific topics covered will include: the relationship between Canada’s provinces and territories, the physical regions of Canada, use of primary and secondary sources, the feudal system and everyday life in the medieval times. Students will research one province or territory in depth and will present their findings at the History Fair. Texts: Connecting Canada The Living Atlas Various Resources French The Grade Four French program continues to build on the skills acquired in Grade Three. Speaking and listening skills are especially emphasized, but reading and writing become an increasingly important part of the program as the year progresses. Drama, story and song-based activities involve the student, whatever his level of French, and contribute to the development of a positive attitude towards the acquisition of a second language. The program is designed to accommodate students who are new to the language. At this level, students attend French classes daily. Texts: Histoires en Action! 1A, Histoires en Action! 2 Choral Music This course focuses on the development of the singing voice and involves a thorough study of the elements of music (beat, rhythm, duration, pitch and tonality, etc.). There will be more performance opportunities than in previous grades and a higher performance standard will be stressed. Maintenance of the voice, regular warm-ups and intensive aural training will be incorporated into the regular routines of the class. More advanced study of music history and theory will build on the basic skills already explored in grade three. Texts: Musicanada 4 Music History and Theory Workbook, Book 2 Oxford Folksong Series Voice for Life

Instrumental Music This class continues the work done in the grade three class. Students develop their music reading skills, and improve their recorder playing through daily practice and through playing as a group in class. Students will have opportunities to perform as members of the recorder ensemble in public performances. In January, band instruments will be introduced. In the theory component of the course, students will begin to learn the language of music that will help them to become more well-rounded musicians. They will learn how to notate music, and will learn note names in the treble and bass clefs. Texts: Standard of Excellence Theory and History Workbook, Book 1 Accent on Achievement by John O’Reilly and Mark Williams

— Grade Five Language Arts Students will continue to develop their skills in the four main areas of Reading, Writing, Speaking and Listening. Students will read a variety of genres and styles of prose both orally and independently. Writing will take place on an ongoing basis through a myriad of different forms including creative, factual and poetic. Spelling and Grammar will be taught formally and informally across the curriculum. Texts: Holes by Louis Sachar Brian’s Winter by Gary Paulsen Bridge to Terabithia by Katherine Paterson A selection of nonfiction books Spelling Mastery - Level E Canadian Handwriting - Level E Mythology Ontario Writing 5 by Patrick Lashmar/Tree House Mathematics Students will practice and explore in the Numeration, Geometry, Algebra and Patterning, Measurement, and Data Management and Probability strands. These concepts will be taught and reinforced through a variety of strategies. Some of these methods include teacher-directed instruction, repetitive drill work, exploration with manipulatives, group work, and experimental investigations. Text: Everyday Math 5 Science Students will learn, explore, investigate and experiment in the following units: - Human Organ Systems - Weather - Conservation of Energy Text: Science and Technology 5

Social Studies The grade five class will study Early Civilizations, World Geography and Aspects of Government in Canada. Students will participate in group discussions, mapping, research projects, public speaking and mini projects. Text: Various resources French The Grade Five French program builds on the foundations established in Grades Three and Four but will also accommodate students who are new to the language. Students at this level continue to expand their vocabulary, in particular through creative writing exercises. Activities are intended to involve the students and give them responsibility for their own learning and continue to foster a positive attitude towards second language acquisition. Boys will work collaboratively in small groups with technology to create music videos and films based on the content of the plays and stories they are studying. Text: Jeunesse en action! Histoires en Action! 2 Choral Music Grade five is a critical year in the development of the boy’s singing. Vocal technique will be refined and a high standard of performance will be demanded. The boys will explore more sophisticated musical literature and learn how to approach singing an unfamiliar piece in a systematic fashion. There will be more intensive study of music history and theory, with regular testing and term exams. The ultimate goal of the course is to produce confident, secure young singers with a genuine enthusiasm for the choral music experience. Outstanding students may be invited to join the choir tour in June. Texts: First in Class Vols. 1 and 2 We Will Sing: Performance Package Oxford Folksong Series Voice for Life

Band The grade five program is an introductory band course which provides students with an opportunity to learn to play an instrument and to perform in an ensemble and to develop the rudimentary skills learned in grade four. Proper playing posture and development of the embouchure are emphasized and the concepts of rhythm, pitch, melody, musical symbols and musical terms are explored. Students will be introduced to beginning-level concert band repertoire. The students will take part in the regularly scheduled end-of-term concerts, and will continue with the theory and history work begun in grade four. Texts: Standard of Excellence Comprehensive Band Method, Book 1 Standard of Excellence Theory and History Workbook, Book 1 — Grade Six Language Arts A key objective of the program at this level is develop reading, writing and editing skills to provide for success and instill confidence and a positive attitude towards a variety of genres, including short fiction, poetry, drama and the novel. Emphasis will be placed on the writing process both in formal responses to literature as well as in creative writing activities. These activities will include; essays, short stories, myths, poems and a magazine project. Students will learn to evaluate literature critically, by writing both personal responses and comprehension pieces on what they read. Spelling and grammar continue to be taught both formally and in the context of the student's own writing. Through the study of many forms of media students will investigate how context- topic, purpose and audience- influences the structure and use of language. Texts: The Fog Mound series by Susan Schade & Jon Buller The Giver by Lois Lowry Goodnight Mister Tom by Michelle Magorian Language Power E Spelling Mastery Level F Concise Oxford School Dictionary Gathering Blue by Louis Lowry The Hobbit by J.R.R. Tolkien Tuck Everlasting by Natalie Babbitt

Mathematics The grade six course encompasses five main strands: number sense and numeration; geometry and spatial sense; patterning and algebra; and data management and probability. Within these strands some specific topics include: mathematical operations with whole numbers; decimal numbers and fractions; transformational geometry; patterning; and data collection and analysis using various charts and graphs. Each of the topics in mathematics includes a problem solving component. An emphasis on mental arithmetic and estimation skills will provide a foundation where math skills will be learned with real world implications. Science In this course, students engage in a variety of hands-on activities as well as text based activities to investigate a number of scientific topics, including Diversity of Living Things, Properties of Air and Characteristics of Flight, and Electricity. There will also be a social science aspect to the curriculum where students will have the opportunity to explore a war of 1812 historical site. Students participate in experiments and investigations and develop more advanced laboratory skills. Anticipated projects include the electrified dream home and gliders. While examining scientific principles and environmental issues that are contemporary and vital to our shared biosphere, the students will be encouraged to think about the future of science with regard to sustainable development and how they might make a positive contribution to life on earth. Text: Science and Technology 6 Series Social Studies The grade six social studies course is divided into three main strands; Heritage and Citizenship, Conflict and Change, and Canada and World Connections. Within these strands some specific topics include: Aboriginal Peoples; Loyalists and the War of 1812 and Canada's role in an increasingly global society. All of these topics will incorporate mapping skills, inquiry and research skills, and the use of technology. Students will be engaging in debates and group discussions, preparing a variety of written reports and oral presentations and completing some extensive research projects. One of the research projects will have the students investigate in depth, one Aboriginal group in Canada. Text: Canada Revisited (Grade 7)

French The Grade Six French program involves students in reading, writing and speaking activities in the target language in connection with certain themes and plays. Students will be involved in a number of different communicative activities, which permit them to demonstrate the correct application of their communicative language skills and the relevant use of newly-acquired vocabulary and language structures. Boys will work collaboratively in small groups and with partners, using technology to create powerpoint presentations/films based on the content of the plays and stories they are studying. We will also study a unit about Haiti, ending with an examination of Haitian cuisine where students will research recipes, shop for ingredients and create some authentic Haitian dishes. Texts: Jeunesse en action! and AIM readers The Choir The Choir is the premier vocal ensemble of the college. Choristers are admitted by audition only and are expected to work at a very high level. In addition to the preparation of music for various liturgical functions at the college, choristers will be required to sing at the annual Festival of Lessons and Carols, and in a major Spring Choral Concert. Formal instruction in both music theory (including ear training) and music history will supplement the practical training of choristers. Promotion from the designation “Singing Boy” through to the rank of “Senior Chorister” will be determined according to the results of regular tests as prescribed in the Royal School of Church Music (RSCM) guidelines, a summary of which will be given to each member of the choir. Regular field trips and special performance opportunities will further enhance the choral music experience. Tours will continue to be a highlight of the work of the choir. Only the top choristers will be invited to participate in the tours. Texts: Royal Conservatory Rudiments, Volumes 1 & 2 Music History I & II Royal School of Church Music Guide for Choristers The Canadian Psalter “Voice for Life” Record Cards, Levels One, Two and Three Successful Sightsinging Oxford Folksong Series

“A” Band The “A” Band is the "Senior Band of the Junior School". Most students in this ensemble are in their second year of playing a band instrument, and are working approximately at the RCM Grade 2 level. The course focuses on performance, with regular concerts at the school and at other venues. The study of Music Theory and History are important components of this course. Many of the boys participate in smaller ensembles, such as brass trios and quartets, woodwind groups, and the Junior Stage Band. Students also take part in tours, recitals and music festivals. Texts: Standard of Excellence Comprehensive Band Method, Book 2 Standard of Excellence Theory and History Workbook, Book 2 “B” Band This band course offers students an opportunity to perform in a concert band. The course is ideally suited for those who would love to play a band instrument but have not had any previous musical experience. It is also aimed at students whose skills are developing but are not quite at the level required by the “Advanced” band. Students are taught the basics of music theory, including learning to read music. Emphasis is placed on the correct playing of scales and technical exercises. Students also get a chance to perform pieces within an ensemble setting. This course gives students an opportunity to perform in several concerts during the year. The Beginning Band is the first stepping stone of a rewarding and challenging music course offered at RSGC that continues until the end of grade twelve.

Grade Seven English The grade seven English program focuses on nurturing an appreciation for and enjoyment of the written and spoken word; the course is designed to continue to develop critical skills in these areas. Students will study and respond to many genres of literature, including novels, poetry, short stories, essays and plays. Technology will be used to enhance the program and explore media literacy. Students will further their compositional skills and knowledge of grammatical structures through frequent writing opportunities in a variety of forms. Creative and technical elements of writing will be addressed in individual or small-group conferences during the writing process, as well as in whole-class demonstrations and exercises. Public speaking and debating are taught in order to foster organization of ideas and analytical thinking. Texts: Animal Farm by George Orwell Othello by William Shakespeare Selection of Literature about WWI Building English Skills Language Power F Mathematics The grade seven mathematics program is based on the University of Chicago School Mathematics Project. The textbook for the course is Transition Math Volume I, and while it flows effortlessly from the Everyday Math program, it is also designed to allow all students to begin at this level, no matter their background. The goal of all mathematic programs is understanding. For this program, however, understanding is broken down into four dimensions: skills, properties, uses and representations or SPUR for short. Through encouraging active learning, guided examples, class activities, discussions and continual practice, the program spirals through topics throughout the course of the year. It touches on a topic and then will be reviewed a short period of time later so that no topic is forgotten by year-end. Text: Transition Math Volume I Science In this course students develop and utilize the skills necessary for scientific research and experimentation, with an emphasis placed on the "fair test method" of inquiry. These skills are utilized with the completion of a science fair project in term II. Through investigative activities and demonstrations students develop an understanding of scientific concepts and are able to apply these concepts to "the outside world". Throughout the course of study, students are encouraged to be conscious of the sustainability of our planet, and how we impact earth's systems. In-class students are expected to work in a safe and collaborative manner at all times. Specific topics include: Pure Substance and Mixtures, Heat, Structural Strength and Stability, The Earth's Crust, and Interactions within Ecosystems. Text: Nelson: Science & Technology 7 Social Studies The grade seven social studies program focuses on building the boys’ capacity to design and carry out research tasks using a variety of primary and secondary sources, including articles, maps, letters, photographs and video. The course will emphasize collaborative problem solving and judicious use of the Internet. In term one, the boys will investigate early Toronto as well as cooperation and conflict in pre-Confederation Canada. The second term will feature study of the consolidation of Canada as an independent nation and its participation in World War I. Study of Canada’s physical geography and integration with the English program will be made at appropriate points throughout the year. Text: Canada Revisited 8 French

The grade seven core French programme focuses on engaging students using a variety of skills: speaking, listening, reading, and writing. The programme is intended to involve and motivate the students, whatever their learning styles may be, and to foster a positive attitude towards the learning of French. It provides a variety of highly motivational, communicative activities adapted to have students work on a variety of challenging assignments. Students are encouraged to communicate in French at all times. Reader & Cahier: La lecture en interACTION AIM, En vacances! Text & Cahier: Histoires en Action #3, Marc le magicien French/English Dictionary The Choir The Choir is the premier vocal ensemble of the college. Choristers are admitted by audition only and are expected to work at a very high level. In addition to the preparation of music for various liturgical functions at the college, choristers will be required to sing at the annual Service of Lessons and Carols, and in a major Spring Choral Concert. Formal instruction in both music theory (including ear training) and music history will supplement the practical training of choristers. Promotion from the designation “Singing Boy” through to the rank of “Senior Chorister” will be determined according to the results of regular tests as prescribed in the RSCM guidelines, a summary of which will be given to each member of the choir. Regular field trips and special performance opportunities will further enhance the choral music experience. Tours will continue to be a highlight of the work of the choir. Only the top choristers will be invited to participate in the tours. Texts: Royal Conservatory Rudiments, Volumes 1 & 2 Music History I & II Royal School of Church Music Guide for Choristers The Canadian Psalter “Voice for Life” Record Cards, Levels One, Two and Three Successful Sightsinging Oxford Folksong Series “A” Band The “A” Band is the "Senior Band of the Junior School". Most students in this ensemble are in their second year of playing a band instrument, and are working approximately at the RCM Grade 2 level. The course focuses on performance, with regular concerts at the school and at other venues. The study of Music Theory and History are important components of this course. Many of the boys participate in smaller ensembles, such as brass trios and quartets, woodwind groups, and the Junior Stage Band. Students also take part in tours, recitals and music festivals. Texts: Standard of Excellence Comprehensive Band Method, Book 2 Standard of Excellence Theory and History Workbook, Book 2 “B” Band This band course offers students an opportunity to perform in a concert band. The course is ideally suited for those who would love to play a band instrument but have not had any previous musical experience. It is also aimed at students whose skills are developing but are not quite at the level required by the “Advanced” band. Students are taught the basics of music theory, including learning to read music. Emphasis is placed on the correct playing of scales and technical exercises. Students also get a chance to perform pieces within an ensemble setting. This course gives students an opportunity to perform in several concerts during the year. The Beginning Band is the first stepping stone of a rewarding and challenging music course offered at RSGC that continues until the end of grade twelve.

Grade Eight English Throughout the course of each term students will experiment with reading and writing a variety of genres. Specific skills to be developed include: essay writing, short story writing, literary analysis, dramatic performance, reading response, and persuasive writing/speaking. The literature study focuses on the exploration of various issues such as: ambition, values, coming of age, war, the Holocaust, and justice. The literature study is integrated into the social studies program at appropriate points throughout the year. Spelling and grammar will be taught formally, and in the context of student's own writing through regular writing conferences. Students are assessed both formally and informally through written work, collaborative endeavors, oral presentations, quizzes, scheduled exams, and portfolio conferences. Texts: Macbeth Come Like Shadows Oliver Twist Selection of Holocaust Literature Selection of Canadian Short Stories Mathematics The grade eight mathematics course provides students with a solid base for further study at the high school level. Concepts and skills are presented as lab activities that are based on problem situations for students to solve, usually in pairs or small groups. Students are encouraged to relate mathematics to their lives. Science and technology are also integrated into the program as a means to broaden and enhance the concepts presented in class. Students are assessed frequently and provided with an enriched program when appropriate. Computer software programs such as Geometer Sketchpad for geometry and other software designed for data management, integers, algebra, and graphing are used to supplement the program. Text: Transition Mathematics Volume 2 Science The grade eight science course provides students with a solid base for further study at the high school level. Contexts relate to technology, society and the environment to allow students to develop an understanding of the concepts as they relate to real-world situations. Students will focus on problem solving skills through inquiry, design, research and a "hands on-brains-on" approach through a variety of experiments and challenges. The course will also focus on integration with mathematics and technology as a means to broaden, enhance and study the concepts presented in class in further detail. Specific topics include atoms, elements, compounds; fluids and water systems; energy types, mechanical efficiency and robotics; cells, tissues and life systems. Text: Nelson Science & Technology 8 Social Studies The grade eight social studies program places an emphasis on research and critical thinking skills. Students will frequently engage in group endeavors which focus on problem solving and collaborative work. The history component of the course will begin with the study of the Renaissance and will be closely integrated with the English program. Students will continue on with a study of the Industrial Revolution and end the course with an in-depth inquiry into the Holocaust and WWII. The geography component focuses on population patterns, migration, and economic changes in both past and present contexts. Students will also learn about various global issues and Canada's role in the world economy. The social studies program is integrated into the English program at appropriate points throughout the year. Students are assessed through participation in whole class and group activities, tests, computer and media related presentations, research projects, scheduled exams, and portfolio conferences. Texts: Human Heritage: A World History Various supplemental texts and multimedia resources

French The grade eight core French programme provides a solid foundation for further study of the language at the high school level. Students will complete the Histoires en Action series of plays. There will be a greater focus on French literature. Oral, reading and writing skills continue to be developed through a wide variety of motivational, hands-on activities and projects designed to encourage the students to communicate in French at all times. Text & Cahier: Histoires en Action #3, Chaperon rouge et le loup fou Reader & Cahier: La Lecture en interACTION AIM, Un beau jour A French/English dictionary The Choir The Choir is the premier vocal ensemble of the college. Choristers are admitted by audition only and are expected to work at a very high level. In addition to the preparation of music for various liturgical functions at the college, choristers will be required to sing at the annual Festival of Lessons and Carols, and in a major Spring Choral Concert. Formal instruction in both music theory (including ear training) and music history will supplement the practical training of choristers. Promotion from the designation “Singing Boy” through to the rank of “Senior Chorister” will be determined according to the results of regular tests as prescribed in the RSCM guidelines, a summary of which will be given to each member of the choir. Regular field trips and special performance opportunities will further enhance the choral music experience. Tours will continue to be a highlight of the work of the choir. Only the top choristers will be invited to participate in the tours. Texts: Royal Conservatory Rudiments, Volumes 1 & 2 Music History I & II Royal School of Church Music Guide for Choristers The Canadian Psalter “Voice for Life” Record Cards, Levels One, Two and Three Successful Sightsinging Oxford Folksong Series “A” Band The “A” Band is the "Senior Band of the Junior School". Most students in this ensemble are in their second year of playing a band instrument, and are working approximately at the RCM Grade 2 level. The course focuses on performance, with regular concerts at the school and at other venues. The study of Music Theory and History are important components of this course. Many of the boys participate in smaller ensembles, such as brass trios and quartets, woodwind groups, and the Junior Stage Band. Students also take part in tours, recitals and music festivals. Texts: Standard of Excellence Comprehensive Band Method, Book 2 Standard of Excellence Theory and History Workbook, Book 2 “B” Band This band course offers students an opportunity to perform in a concert band. The course is ideally suited for those who would love to play a band instrument but have not had any previous musical experience. It is also aimed at students whose skills are developing but are not quite at the level required by the “Advanced” band. Students are taught the basics of music theory, including learning to read music. Emphasis is placed on the correct playing of scales and technical exercises. Students also get a chance to perform pieces within an ensemble setting. This course gives students an opportunity to perform in several concerts during the year. The Beginning Band is the first stepping stone of a rewarding and challenging music course offered at RSGC that continues until the end of grade twelve.