Curriculum Guide


The Art curriculum in the Kindergarten 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 Kindergarten 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.

Child Protection Program

The International School of the Sacred Heart promotes a safe and welcoming environment in which each person is valued, cared for and respected. Schools fill a special institutional role in society as protectors of children. Schools need to ensure that all children in their care are afforded a safe and secure environment in which
to grow and develop, both at school and away.

Program’s Main Ideas:
We all have the right to feel safe all of the time
Nothing is so awful we can’t talk about it

  • Lesson 1: Feeling Safe
  • Lesson 2: Taking Risks
  • Lesson 3: Nothing is so awful we can’t talk about it with someone
  • Lesson 4: Everyone has the right to feel safe all of the time
  • Lesson 5: Touching Rule


English as a Second Language (ESL) classes are offered by the kindergarten ESL specialist for those students whose first language or mother tongue is a language other than English.

Upon enrolment in the kindergarten, students are assessed by the ESL specialist to determine if support is needed and, if it is, the specialist will also nominate the type of ESL program into which the student should be enrolled.

These programs are designed to provide both survival English (particularly initially when the student will need to know how to ask for help) as well as English for academic purposes (colors, numbers, shapes and the alphabet). They are generally designed for those students who have little to no English and the number of classes provided per week will depend on the student's English language level. 

IPC (Science and Social Studies)

The International Primary Curriculum (IPC) is an international program aimed at K3‐Grade 4 children growing up in the 21st Century. At the Sacred Heart, the IPC encompasses Science and Social Studies topics that are developmentally linked to reflect the growing complexity in thinking as children mature, as well as the rapidly changing world we live in.
One important and overarching principle that defines the IPC is its objective to encourage international‐mindedness in the student body. This can be defined further as engaging in learning that fosters universal values, intercultural understanding and non‐violent conflict resolution.
Through student centered inquiry based learning a love of learning is encouraged and the necessary key skills and personal qualities that will enable children to be successful in life are introduced and expanded upon.

Currently IPC themes for K5 are:

  • Lets Celebrate: An inquiry into the different ways we celebrate special occasions in our lives
  • The Things People Do: An inquiry into the nature of work, and how it changes over time
  • Sensational: An inquiry into our sensory world, and how we perceive it
  • Flowers and Insects: An inquiry into the world of plants and insects and classification thereof


The Japanese program in K5 follows a developmentally appropriate approach to language learning that allows young learners to acquire language informally and naturally in the environment of the classroom. In the primary school language learning is a result of social interaction and participation in activities linked to the IPC (International Primary Curriculum) units in an interdisciplinary study. Through the study of Japanese language and culture, students not only develop their understanding of Japan but also provide insights and respect for others and their own culture. The objective of this course is to instill an awareness of other cultures and languages as a 21st Century skill.

Language Arts

Language is an integral part of every subject in the curriculum, affecting children’s ability to form concepts, access information and to develop and maintain relationships. The ultimate purpose of the Language Arts curriculum is to teach students the language abilities they need to communicate effectively as individuals and as contributing members of society. The focus of our Language Arts program is to develop reading and writing skills so that students become readers and writers. Our Language Arts program provides rich and varied experience in each of the four interrelated language skills: reading, writing, listening and speaking.
K5 students learn to:

  • see self as a reader
  • read books with simple patterns
  • recognize simple words
  • retell the main event or idea in literature
  • describe why literature is liked or disliked with guidance

K5 students learn to:

  • generate their own ideas for writing topics
  • use growing awareness of sound segments (e.g., phonemes, syllables, rhymes) to write words
  • spell words on the basis of sounds without regard for conventional spelling patterns
  • use beginning, middle, and ending sounds to make words
  • read their own writing

Listening and Speaking:
K5 students learn to:

  • listen attentively to teachers and classmates
  • actively participate in class discussions
  • use language to verbally express ideas clearly and appropriately


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 also 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. Every Kindergarten class comes to the library once a week for a scheduled library period. The students may listen to a story, learn about different authors, be introduced to new books in the library, or be taught library skills which help them
to locate books or information. Relevant 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 mathematics curriculum provides a rich, exploratory program in which basic skills are learned and applied. It is based on using a “hands‐on” approach using concrete materials and emphasizes practical, problem solving. We aim to develop mathematical thinkers who can make connections to real life situations. Students apply their knowledge through practice, reflection, analysis and synthesis. All Mathematical Investigations are incorporated into the following strands.
Number Concepts and Computations:

  • Demonstrate 1 to 1 correspondence
  • Count, read, and order numbers to 50
  • Understand ordinal numbers to 5
  • Develop basic estimation strategies
  • Develop adding and subtracting whole numbers to 10

Measurement and Geometry:

  • Understand basic concepts of time (today, tomorrow, yesterday, day, night, seasons)
  • Understand common language of measurement and comparison (big, small, long, short heavy, light)
  • Recognize and describe basic geometric shapes (circle, square, sphere)
  • Understand common language of spatial sense (inside, between, above, below)

Probability and Data:

  • Understand that observations and information can be collected, sorted, and displayed in simple graphs
  • Makes basic predictions based on repeated experiences

Algebra and Pattern:

  • Copy, identify, and create simple patterns
  • Recognizes regularity in a variety of contexts and events (circles are all round)


Music in the Kindergarten and Junior School focuses on developing a love and appreciation of music through song, dance, movement and instrumental performance.

At all levels, music is taught as a language, with the aural and physical experiences preceding the cognitive. From the very first days in the music classroom, the foundation to music literacy is laid using visual icons and manipulatives, melodic hand signs and “stick” notation. Students progress towards fluency with standard music notation in the later grades.

The music program also strives to address a number of other skill areas. By taking part in musical games and activities, children develop self‐confidence, effective communication skills and conflict resolution strategies. Music also develops the intellectual faculties; discerning patterns and variations brings the child’s cognitive abilities into play, and learning the words, melody and actions of a song aids
memory development. Developing proper technique on classroom instruments (drums,
xylophones, recorder) promotes physical coordination and manual dexterity. Additionally, musical experiences awaken the child’s imagination, relieve internal tension and pave the way for more abstract thought processes.

Above all, students are instilled with a realization that music is a natural human
expression that celebrates the richness and beauty of the world around them.

More specifically, students in K5:

  • Know (be familiar with) a repertoire of about 30 rhymes, folk songs and singing games
  • Sing songs with a range of 3‐6 notes
  • Sing in‐tune individually with the teacher’s help


  •  Discern long/short sounds
  •  Discern sounds that are getting louder/getting softer 
  •  Recognize familiar melodies when a portion of the melody is hummed or played in an instrument


  • Sing songs with different motions expressing the beat using clapping, walking, etc.
  • Recognize familiar songs when the rhythm is tapped or played on an instrument
  • Use simple ostinatos to accompany a song 

Part Work

  • Sing a song and accompany it with a motion showing the beat
  • Perform echo games and songs


  • Improvise new words to a familiar song
  • Improvise a motion to accompany a song
  • Improvise a melody to a rhyme

Physical Education/Sport

The Kindergarten Physical Education curriculum is designed to develop and refine the students' basic gross and fine motor skills. It introduces sports 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 endurance

Motor Skills

  • Agility
  • Coordination
  • Balance
  • Speed
  • Reaction time
  • Rhythm


The main aim of Computer Laboratory classes is to give each student an understanding of how to use a computer to enhance their learning skills.

The K5 Computer curriculum develops students' abilities to:

  • Revise the Laboratory procedures: tidying up the mouse, headphones and stools, and emergency evacuation procedures.
  • Create computer art: choosing between the options that are available for each tool; using the typewriter tool, and learn how to make drawings in different styles.
  • Use paint program and various websites.
  • Practice single clicking, clicking and dragging the mouse correctly. 
  • Practice how to start and exit programs they use.
  • Use the keyboard: Enter/Space/Esc/Cursor movement and letter keys.
  • Practice reading skills using various programs: typing letters on the keyboard, recognizing upper and lower case letters, identifying rhyming words and matching a picture to a word to finish a sentence, practicing phonics and word recognition skills.
  • Support and enhance classroom learning in all curricular areas.


The Values program deals with issues such as rights and responsibilities, friendships and relationships, and festivals of some of the world's major religions.

The aims of the program are:

  • To foster a spirit of love, forgiveness, patience, tolerance, compassion, respect.
  • To learn how to pray/reflect on a daily basis, communal/personal.
  • To share their experiences with others. 
  • To learn about God who loves each one of us.
  • The goals and criteria of the Sacred Heart schools.
  • History of the Society of the Sacred Heart.
  • Learn about Saint Madeleine Sophie Barat and Saint Philippine Duchesne.
  • Celebrate Sacred Heart schools feast days.
  • Celebrate Catholic feast days: Advent/Christmas, Lent/Easter.
  • Celebrate feast days of other religions.

Values is integrated into all aspects of school life, as well as other areas of the curriculum.