Music
Music education in the Junior School develops:
- An appreciation and love of music.
- Expression of thoughts and feelings through the medium of music.
- A basic knowledge of musical skills.
- Social skills and self-confidence through group performance.
The Grade 4 Music curriculum develops students' abilities to:
Appreciation
- Listen to a wide variety of recorded and live music.
- Develop ability to discuss this music and recognize some of the instruments played in the music.
- Continue to develop ability to pass a number of claps or sounds continuously in opposite directions.
- Increase difficulty of rhythms to be imitated by clapping or beating an instrument.
- Develop ability to recognize and reproduce gradual increase and decrease in volume, pitch and tempo.
- Continue to develop ability to sing a repeated melody.
- Continue to improve sense of rhythm through listening.
- Be able to hold a simple rhythm while another is clapped/beaten at the same time.
- Introduce singing an answering phrase to a phrase sung a number of times.
- Begin to learn to sing the high or low note when two notes are heard together with increased difficulty.
- Introduce the interval of a 3rd and develop this ability to recognize a 3rd in addition to the intervals of a 2nd, a 5th and an octave.
- Develop ability to hold a rhythm while more than two others are beaten/clapped at the same time.
- Develop ability to imitate/sing a simple phrase which has been repeated two or three times.
- Begin to recognize simple time signature.
- Develop ability to add an accompaniment to well-known songs.
- Compose tunes individually, in pairs, or in groups, and add percussion accompaniment to these.
- Develop ability to write these compositions using whatever notation is deemed suitable (as well as traditional notation) in order to play the piece the same each time.
- Develop ability to include expressive qualities in compositions.
- Continue to develop the ability to create atmosphere in music and to imitate sounds using a variety of instruments.
- Develop ability to set words to very simple music.
- Develop ability to read music.
- Introduce the bass clef.
- Increase difficulty of rhythms to be clapped/beaten from written notation and rhythms, which are dictated.
- Increase singing repertoire including further development of two-part singing.
- Continue to develop sense of rhythm through movement to music or musical sounds (country dancing and singing games).
- Know names of all percussion instruments used in the lessons and recognize them by sound alone.
- Know the names of the main orchestral instruments and recognize many by their sounds.
- Be able to classify orchestral instruments.
- Continue to develop knowledge of sound production, pitch and volume alteration.
Library
The school library is a fundamental core to the promotion of the love of reading. Reading for enjoyment and pleasure can be a lifelong joy to a student in addition to facilitating all other school endeavors. Knowledge of the library and associated library skills enhance students' powers of observation, critical thinking, growth in appreciation of other cultures and realization of the many opportunities and ideas in the world today. Reading can open doors to a tremendous wealth of creativity and ideas for the future. To meet these ideals the purpose of the library is to promote reading and literacy as a true pleasure and source of enjoyment to the students.
The library works closely with the classroom teachers and their programs. It provides a source of information for the classroom and is a research center for the staff and students. Grade 1 to Grade 4 students are taught how to use the library computer catalogue to do book searches. The remainder of the time is spent choosing and checking out books. Books are displayed and bulletin boards will reflect various themes.
Parents are encouraged to check out books to support their children's reading and research and can do this between 3:00 to 3:30 p.m. daily. As library classes are held throughout the school day, parents may not check out books during school hours. Parents will need to register for a "library account" from the Kindergarten and Junior School Librarian.
The library works closely with the classroom teachers and their programs. It provides a source of information for the classroom and is a research center for the staff and students. Grade 1 to Grade 4 students are taught how to use the library computer catalogue to do book searches. The remainder of the time is spent choosing and checking out books. Books are displayed and bulletin boards will reflect various themes.
Parents are encouraged to check out books to support their children's reading and research and can do this between 3:00 to 3:30 p.m. daily. As library classes are held throughout the school day, parents may not check out books during school hours. Parents will need to register for a "library account" from the Kindergarten and Junior School Librarian.
Computer
- Revise the Laboratory procedures: tidying up the mouse, headphones and stools, and emergency evacuation procedures.
- Edit word processing documents by revising skills taught in Grade 3 and cut and paste text from one document into another, using print setup to select different printers.
- Search for information on the Internet.
- Create signs.
- Refine their mouse control skills and graphic skills.
- Develop problem solving skills and general knowledge using a variety of challenging games.
- Create a web page of their Tanzawa excursion.
- Use the following programs: Word 2000, Web Workshop, Internet Explorer and various websites.
- Support and enhance classroom learning in all curricular areas.
- Typing-The students practice touch-typing skills and to reach an average of above twenty words per minute using all the letters on the keyboard.
- E-mail-Technology Communication Tools-use telecommunications.
ART
The Art curriculum in the Junior School introduces the students to a variety of creative experiences. The curriculum encourages personal expression using a variety of techniques and materials. Elements of design are integrated into all activities (color, form, line, value, texture, repetition and proportion). Students are introduced to the art of different cultures and the works of master artists, their lives, techniques and styles. Subjects taught in the grade level classes are integrated throughout the Art curriculum.
The Junior School Art curriculum develops students' abilities to:
The Junior School Art curriculum develops students' abilities to:
- Recognize a variety of lines and shapes.
- Identify primary and secondary colors, telling how they are made.
- Use media and materials in a safe and responsible way.
- Recall specific works of art belonging to different artists, places, cultures and times.
- Respond and express their personal feelings, memory and imagination through their own art work.
- Recognize and implement the elements and principals of design.
P.E.
PHYSICAL EDUCATION
The Junior School Physical Education Curriculum is designed to develop and refine the students' basic gross and fine motor skills. It introduces team sports and activities relevant to the students' age and ability. Each unit places an emphasis on particular motor skills as well as general fitness principles and social skills. The curriculum provides opportunities for the students to develop a positive self-image. The importance of sharing, working with one another, good sportsmanship is stressed at each grade level.
The Physical Education curriculum develops the following:
Social Skills
Listening/following instructions Values of winning and losing Values of cooperation and teamwork Values of sharing (ideas, equipment, time)Physical Skills
Flexibility Cardiovascular Fitness Muscular strength Muscular enduranceMotor Skills
Agility Coordination Balance Speed Reaction time RhythmThe curriculum will aim to achieve these objectives through the following activities: games, ball handling, striking, skipping, track and field, gymnastics, health and fitness, adventure and initiative activities.
The Junior School Physical Education Curriculum is designed to develop and refine the students' basic gross and fine motor skills. It introduces team sports and activities relevant to the students' age and ability. Each unit places an emphasis on particular motor skills as well as general fitness principles and social skills. The curriculum provides opportunities for the students to develop a positive self-image. The importance of sharing, working with one another, good sportsmanship is stressed at each grade level.
The Physical Education curriculum develops the following:
Social Skills
Japanese Language
Students in Grade 3 and Grade 4 are combined according to language ability. There are four levels of language taught.
The JS program is offered to non-Japanese speakers. JS1 is for beginners, JS2 is for students who have completed JS1. Students learn language in the context of real-life situations through activities.
The JF program is offered to Japanese speakers. There are 2 levels, using the Japanese Ministry of Education authorized textbooks Sho1-3. Students participate in various engaging activities.
These courses will provide a basic foundation for Japanese language.
Japanese Culture
The objective of this course is to make students more familiar with Japanese culture and to develop an understanding and appreciation of culture in everyday life. Students learn Japanese culture and some basic Japanese through various activities. Students will also discover and reflect on their own culture and language and compare those of other people in the world.
The JS program is offered to non-Japanese speakers. JS1 is for beginners, JS2 is for students who have completed JS1. Students learn language in the context of real-life situations through activities.
The JF program is offered to Japanese speakers. There are 2 levels, using the Japanese Ministry of Education authorized textbooks Sho1-3. Students participate in various engaging activities.
These courses will provide a basic foundation for Japanese language.
Japanese Culture
The objective of this course is to make students more familiar with Japanese culture and to develop an understanding and appreciation of culture in everyday life. Students learn Japanese culture and some basic Japanese through various activities. Students will also discover and reflect on their own culture and language and compare those of other people in the world.
French
All students learning French in Grades 3 and 4 meet twice a week. The program is intended to introduce the French language to young children with particular emphasis on comprehension.
Students are expected to:
Learning Expectations
Students' learning expectations will be assessed on their ability to achieve the following tasks in acceptable and understandable French at their level:
Acquisition and use of basic grammatical structures. Acquisition and use of vocabulary. Reading comprehension. Listening comprehension. Dramatisation of dialogues. Creative conversations. Accurate pronunciation, correct articulation and rhythm. Games and crosswords in French.
Students are expected to:
- Build up lexical and communication skills that are adapted to their needs and interests.
- Develop accurate pronunciation, articulation and rhythm.
- Acquire a general awareness of French grammar and an understanding of how the language "works", through activities of observation and classification.
- Approach French culture and traditional festivals, cooking recipes, songs and stories, family life, leisure activities.
Learning Expectations
Students' learning expectations will be assessed on their ability to achieve the following tasks in acceptable and understandable French at their level:
Learning Support
The Learning Support Program provides goal based intervention and support strategies to students with specific learning needs. Students who are identified as experiencing difficulty in their homeroom program are referred for evaluative assessments and program design. Program structure exists in either individual or small group pull out sessions, classroom support or a combination of both.
The Learning Support teacher also assists the homeroom teacher in adapting curriculum and/or teaching methods in order to meet the needs of individual students. Parents, teachers and the principal discuss the student's progress and eligibility before s/he is placed in the program. Referrals for psycho-educational assessments may be made if the student displays characteristics indicative of a learning disability. This service is provided outside the school at a personal cost to families.
Ongoing enrollment at ISSH for students with special needs will be based upon the student's ability to function within the regular program and special services the school currently offers at each applicable grade level.
