Junior Primary (Moyenne section)
4 years
Grade primary (Grande section)
5 years
Physical and artistic activities contribute to motor, sensory, emotional, intellectual and relational development. These activities stimulate and enrich the imagination. They enable students to explore their physical possibilities, develop motor skills and balance, better situate themselves in space and time, and apprehend their own body image. They also develop cooperative spirit and contribute to socialization. The approaches implemented contribute to building equality between girls and boys.
Discovering numbers and how to use them
Kindergarten helps students understand that numbers can be used to express both quantities and rank or position in a list. This learning process requires time and exposure to numerous situations involving pre-digital and then digital activities.
Exploring shapes, sizes and organized sequences
The approach to flat shapes, objects in space and magnitudes is based on the manipulation and coordination of actions on objects. This approach is supported
by language and encourages the identification of initial descriptive features. This knowledge provides an introduction to geometry and measurement.
Find your bearings in time and space
One of the objectives is to gradually lead students to consider time and space as relatively independent dimensions. Students are encouraged to go beyond their own point of view and adopt that of others.
Exploring the world of life, objects and matter
Pupils begin to understand what distinguishes living from non-living things; they manipulate and manufacture to become familiar with objects and matter.
| Subject areas | Weekly average | Cycle 1: PPS/PS/MS/GS |
|---|---|---|
| Language | 8 | Children acquire languages that enable them not only to communicate with those around them, but also to gain access to culture. |
| Living together | 5 | Every child must learn to experience freedom of action and build new relationships with peers and adults alike. |
| Acting and expressing yourself with your body | 4 | Children broaden their range of experiences in environments and spaces that help them get to know themselves better and develop their physical capacities, that encourage them to adjust and diversify their actions, and that offer them a palette of varied sensations and emotions. |
| Discover the world | 4 | The activities proposed in this perspective give children the reference points they need to order events in the passage of time and structure the spaces they explore. |
| Sensitivity, imagination, creation | 3 | Children must be able to seek out, invent, transform, express and experience the pleasure of creation. |
| Word of the day | 1 | An expression, a reading, a reflection, a game, an anecdote or a fact of life that gives food for thought and can give meaning to the day. |
| Total | 25h |
Children are welcomed accompanied by a parent, who places their belongings on a coat rack labeled with their name. They then enter the classroom and settle into the corner of their choice: library corner, toy corner, drawing corner… all to the sound of music.
The children gather around the teacher in a semi-circle to perform rituals such as learning the date, the weather represented by drawings or cut-outs, talking about the weather and detailing the day’s program of activities. These activities are detailed and illustrated by drawings on the day’s board. This allows children to come back to it during the day and have a real reference point for the passage of time. This language-based session helps children learn to express themselves. The aim is to get children to develop an idea based on a theme through play. The aim is to encourage children to express themselves.
4 workshops in small groups of 6 or 7 students, who take turns doing math, graphics, sensory exploration (smell workshop, for example), painting… The workshops develop all kinds of skills: fine motor skills, the senses (touch, taste, smell…), and of course language.
The children gather for a short session of nursery rhymes or games. Then everyone tells the others what they did in their workshop.
Recreation helps develop multiple intelligence. Children can choose to play, relax in a Zen corner, or work together in the construction corner…
Introduction to group games, courses, rounds and dance, body expression, relaxation. E.g.: on a course, children learn to jump, balance, crawl, straddle, skirt and climb. The aim is for children to learn to manage risk-taking and develop their motor skills. This helps them find their place in space, form a circle, etc.
Families will have the choice of providing a lunch box or reserving a meal provided by the school. In an environment adapted to their size and age, they’ll be able to settle in and serve themselves without the help of an adult. They will also take it in turns to set the table or clear away. All this helps them learn that they are responsible for their own space and develops their autonomy.
Waking up is staggered to respect the child’s needs.
Daycare is run in accordance with the New Brunswick Daycare Act
| Lundi | Mardi | Mercredi | Jeudi | Vendredi | |
|---|---|---|---|---|---|
| 7h30-8h00 | Accueil, jeux libres (plan de travail, puzzles, constructions, dessins, mandalas) | ||||
| 8h00-8h30 | Langage : rituels avec calendrier, météo, absents et présents | ||||
| 8h30-9h15 | Ateliers tournants : travail sur la compréhension, vocabulaire, phonologie / graphisme / travail en autonomie (langage, écriture… maths en lien avec l’album étudié) | Ecole du dehors | |||
| 9h15-9h45 | Motricité : parcours, athlétisme, expression corporelle, cirque | ||||
| 9h45-10h00 | Récréation : habillage, lavage des mains | ||||
| 10h00-10h45 | Activités : ateliers mathématiques, jeux de société, remédiation, écriture, travail sur les phonèmes | Activités : ateliers mathématiques, jeux de société, remédiation, | Activités : écriture, travail sur les phonèmes | ||
| 10h45-11h30 | Ateliers autonomes, travail en autonomie | ||||
| 11h30-12h30 | Repas | ||||
| 12h30-13h00 | Méditation, sophrologie | ||||
| 13h00-13h45 | 3e langue vivante : Libanais, Espagnol ou Allemand… | culture religieuse, Catéchèse ou le mot du jour | 3e langue vivante : Libanais, Espagnol ou Allemand… | culture religieuse, Catéchèse ou le mot du jour | |
| 13h45-14h00 | Fin de la journée : rangement, cartable | ||||
LIFPA DON BOSCO HALIFAX school complex
7071 Bayers Road, Suite 141, Halifax, Nova Scotia, B3L 2C2
Mail: contact@lifpa-donbosco.com
