加拿大亚伯达省课程你知多少?,加拿大国际教育集团微信公众号文章

教学目标

小学段（1-3年级）

加拿大课程尽全力培养学生在德、智、体，以及社交方面的综合能力。在低年级，学生将为自己的计算能力、读写能力和环保意识打下坚实的基础，而且养成宽容、诚实、善良的美德。

低年级学生通过各种高科技媒体学习包括英语语言文学、数学、科学、社会、体育、音乐、美术，和中文等科目。

小学段（4-6年级）

小学高年级阶段将促进学生在之前的基础上持续发展，强化他们的独立人格并对他们开展领导能力的培养。高年级学生要成为学校的领导者和行为表率，帮助组织学校集会，同时也担任低年级学生的阅读伙伴。

探究式学习

在探究式学习的课程上，学生通过提问和运用各式资源与媒体进行大量搜索，获得新知识、建立新的学习方法以形成自己独特的观点。在广州加拿大人国际学校，教师根据核心课题设计单元探究活动，并引导学生展开学习。学生将在探究学习的过程中发展起关键的批判性思维模式以及解决问题的技能技巧！

评估

评估的方法有很多，我们的老师会运用多元化的评估方式检查学生的学习情况，学生可以通过面谈、复述、发明、创新、描述、构建、写作、表演、解释、翻译、分析、解决问题等途径来展示他们所学的内容；以此同时，老师也能从中确认学生是否达到了课程的目标。

Canadian Course

Teaching Aims

Primary School (Grades 1 to 3)

Canadian course strives to develop the whole child emotionally, physically, socially, and intellectually. In Lower Primary, students form a strong foundation in numeracy, literacy, environmental awareness and also establishing qualities of honesty, acceptance, compassion and empathy.

Lower Primary students take English language arts, mathematics, science, social studies, physical education, music, art and Mandarin. Students have access to various types of technology to enhance their learning.

Primary School (Grades 4 to 6)

Upper Primary helps students build upon the learning foundation established continue to develop their character and begin to explore leadership opportunities. Upper Primary students become role models and leaders in the elementary school. Upper Primary students help to run assemblies and are partnered with younger grades as reading buddies.

Focus On Inquiry

Inquiry-based learning is a process where students are involved in their learning by formulating questions, investigating widely through a variety of resources and mediums, then building new understandings, meaning and knowledge. At CLS we have created units of inquiry based on key essential questions that the teacher uses to guide the students. Through the inquiry process, our students are taught important critical thinking and problem-solving skills that will be the basis for all their learning.

Assessment

Assessment takes on many forms and our teachers use a variety of methods to check for understanding. Students are given several opportunities to show that they have learned through interviews, retelling, inventing, creating, describing, building, writing, showing, explaining, interpreting, analyzing, solving and so on. Through these varied avenues of assessment, teachers are able to see if students are meeting the curriculum outcomes or if they need more support and more time to succeed.