At As-Sadiq Islamic School, we integrate the Islamic Perspective into all areas of learning. Additional subjects that are not included in the Ontario Curriculum are Islamic Studies/Fiqh, Qur‘an/Arabic and Information Technology. This integration begins at the Montessori Program Level. To learn more about the Ontario curriculum, please visit https://www.dcp.edu.gov.on.ca/en/.
Arabic
The Arabic language curriculum is based on the understanding that language development is a continuous process and involves the balance and integration of all the components of the Arabic language; reading, speaking, listening and writing.
- Montessori students learn the Arabic alphabet with vowel sounds and syllables and related vocabulary, counting, colours, body parts, fruits and vegetables twice a week.
- Grades 1 to 3 students learn to read, write, speak and listen in addition to reciting suras from the Qur’ The students also learn verbs, nouns, simple sentences, days of the week, fruits, animals and colors.
- Grades 4 to 6 students learn to complete sentences using phrases, verbs, nouns and adjectives. Themes include weather and time. They also recite and learn the meaning of the Qur’an suras and ayat.
- Grades 7 and 8 students learn to identify main ideas and vocabulary and to read a variety of materials for comprehension. The students learn weekly Arabic grammar, conversation, spelling, recitation and the meaning of the Qur’an.
- From Grade 2 to 8 the students have weekly oral and written vocabulary test
Core French
The ability to communicate in French is a valuable skill, because French is one of Canada’s two official languages and is also widely used around the world. Second-language learning in general is valuable for a number of reasons. Research confirms that knowledge of a second language strengthens first-language skills, and that the ability to speak two or more languages generally enhances problem-solving and reasoning skills, the capacity for creative thinking, and the ability to respect and understand other cultures. Second-language learning strengthens students’ ability to communicate and participate effectively in the workplace and the global community. It also increases their ability to understand themselves and other people, and helps them to appreciate the power of words and the many different uses of language.
The aim of the Core French program is to develop basic communication skills in French and an understanding of the nature of the language, as well as an appreciation of French culture in Canada and in other parts of the world. The Core French program offers students a valuable educational experience and the opportunity to develop a basic usable command of the French language that can be expanded through further study or contact with French-speaking people.
Core French is introduced in the Montesssori program and is taught as a regular subject from Grades 1 to 8.
Drama
The drama curriculum is intended to help students to develop an understanding and appreciation of drama as the ability to create works using the elements and techniques of this discipline. Through exploring drama, students will develop an understanding of themselves and others, and will learn about the lives of people in different times, places and cultures. They develop practical and artistic skills, as well as critical-thinking skills and a variety of communication skills.
Role playing is a key component of the drama. Pretending to be someone else involves an act of the imagination that is of central importance in the development of the ability to understand others. As students “live through” experiences of others, they learn to understand a variety of points of view and motives, and to empathize with others. They also learn to clarify their own point of view and develop their ability to think carefully.
Health and Physical Education
The achievement of the objectives of the health and physical education program will not only enhance each student’s life but will also result in a healthier population. Students’ knowledge of the importance of daily vigorous physical activity will also help them understand how such activity combats health risks such as obesity and heart disease.
A comprehensive approach to health and physical education emphasizes the shared responsibility of parents, peers, schools, health-care systems, government, the media, and a variety of other institutions and agencies. Meaningful health and physical education also requires safe, health-promoting environments, support services from the community, and a school curriculum that makes health a priority in the school.
The curriculum’s major areas of knowledge and skills are organized around three strands:
Healthy living includes healthy eating, growth and development, personal safety and injury prevention, and substance use and abuse.
Fundamental movement skills include locomotion/traveling, manipulation and stability.
Active participation includes physical activity, physical fitness, living skills, and safety.
These strands combine the living skills (e.g. personal, interpersonal, communication, conflict-resolution, goal setting, organizational time-management, problem-solving, and decision-making skills) that all students require.
Islamic Studies / Fiqh
The Islamic studies program aims to instill the understanding and practice of our Shia belief systems. The belief in one God (Tawheed), the understanding of the lives of the Prophets and Imams and character building (Akhlaq) form the basis of the curriculum.
The rules and practice of Salaat are emphasized at every grade. Practical rules of Taharat and Najasat are taught at the appropriate age groups. Practical lessons are derived from the lives of our prophets and Imams in order to integrate these teachings into our daily lives. It is important that students are able to identify themselves as good practicing Muslims in the multi-cultural mosaic of Canada.
During the holy months of Muharram and Ramadhan special programs are instituted at every grade level to help students learn and appreciate the value of these occasions. Practical assignments are given throughout the year to highlight the teachings of Quran and the sayings of the Imams. Using these important sources of guidance, the higher-grade students are taught to evaluate their actions.
Information Technology
The Information Technology (IT) studies are based on the understanding and proficient use of Microsoft (MS) Office applications, web design and web quests.
- Grades 1 and 2 students begin the IT curriculum by familiarizing themselves with the use of the mouse, keyboard and simple computer functions. Using MS Paint, they begin acquiring the skills to cut, paste and navigate around an application. Word Art is introduced to build basic skills in words processing.
- Grades 3 to 8 continuously work towards improving their keyboarding skills with the objective of reaching a minimum speed of 50 words per minute. Microsoft Word, Excel and Power Point applications form the basis for developing IT skills. These skills are further developed when applied to science and social studies projects.
- Microsoft Access and Web design is introduced at the Grades 7 and 8 level. Students use web quests to conduct research.
Language
The language expectations are organized into three strands, which correspond to the three main areas of language use. The three strands are: Writing; Reading ; and Oral and Visual Communication. All the knowledge and skills outlined in the expectations for the language program are mandatory. The program in all grades is designed to develop a range of essential skills in reading, writing and oral language, including a solid foundation in spelling and grammar; an appreciation of literature and the ability to respond to it; and skills in using oral language accurately and effectively. Students will also learn to use critical and analytical skills to respond to communications media, and will develop skills in using technology to search for and share information.
When students learn to use language in the elementary grades, they do more than master the basic skills. They learn to express feelings and opinions, and, as they mature, to support their opinions with sound arguments and research. They become aware of the many purposes for which language is used and the diversity of forms it can take to appropriately serve these purposes and a variety of audiences. They learn to use the language and forms appropriate for different formal and informal situations – for example, the formal language of debate, the figurative language of poetry, the technical language as both a source of pleasure and an important medium for recording and communicating ideas and information.
The writing process, or the process used to produce a polished piece of writing, involves a number of stages and tasks. Some stages, such as the initial stage in which ideas for writing are considered and explored, are similar for all grades. However, other tasks, such as constructing a plan, are much more complex in Grades 7 and 8 than in Grades 1 and 2. The writing process begins with the following four stages: generating and considering ideas; choosing a topic; developing a plan for writing; and writing a first draft. At this point, the teacher and student must decide whether the first draft is promising enough to be developed into a finished product. If the decision is made to continue, three more stages follow: discussing the presentation and organization of ideas and revising to improve these, using the feedback received; editing for accuracy in spelling, grammar, and punctuation; and enhancing the message conveyed as well as the appearance of the text by such means as headings and illustrations. Parents can expect all students to complete a significant volume of work to the final stage (known as the publishing stage), where accuracy is essential and the ability to edit independently is developed.
Mathematics
Curriculum Expectations and Achievement Levels:
The Ontario Curriculum Grades 1 – 8: Mathematics, 1997 has two elements: expectations and achievement levels. The expectations identified for each grade describe the knowledge and skills that students are expected to develop and to demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed. Teachers will use their professional judgment in deciding which instructional methods will best foster the development of the skills and knowledge described in the expectations. They will base their decisions on the needs of students, the resources available, and the recognition that good teaching should build strong personal values and positive attitudes both towards the subject and towards learning in general. High achievement is the goal for all students, and teachers, students, and parents need to work together to help students meet the expectations specified.
The mathematics expectations are organized into five strands, which are the five major areas of knowledge and skills in the mathematics curriculum. The five strands are Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability. All the knowledge and skills outlined in the expectations for the mathematics program are mandatory. The program in all grades is designed to ensure that students build a solid foundation in mathematics; they should, for example, understand a range of mathematical concepts, memorize necessary mathematical facts (.e.g. multiplication tables), learn and practice standard mathematical procedures, and apply mathematics in complex real-world situations.
Science and Technology
Science is a form of knowledge that seeks to describe and explain the natural and physical world and its place in the universe. Occasionally, the fundamental theories, concepts, and structures of science change but, for the most part, the basic ideas of science – ideas such as the cellular basis of life, the laws of energy, the particle theory of matter – have proven stable. The curriculum outlined in this document will introduce students to many of these basic ideas. For example, in Grade 7 students are expected to compare the motion of particles in a solid, liquid, and gas using the particle theory.
Technology includes much more than the knowledge and skills related to computers and their applications. Technology is both a form of knowledge that uses concepts and skills from other disciplines (including science) and the application of this knowledge to meet an identified need or solve a specific problem using materials, energy, and tools (including computers). The method of technology consists of inventing or modifying devices, structures, systems, or processes. In Grade 5, for example, students are expected to design devices that can transform one form of energy into another.
Science is not only a body of knowledge but “a way of knowing”. Scientific investigation involves exploration, experimentation, observation and measurement, and analysis and dissemination of data. These activities require specific skills and habits of mind; for example, accuracy, discipline, and integrity in the application of scientific principles are fundamental to scientific activity. The science technology curriculum is designed to develop these skills and habits of mind.
The science and technology expectations are organized into five strands, which are the major areas of knowledge and skills in the science and technology curriculum. The five strands, which combine topics from science and technology, are: Life Systems, Matter and Materials, Energy and Control, Structures and Mechanisms, Earth and Space Systems. The knowledge and skills outlined in the expectations for the science and technology program are mandatory.
Social Studies, Geography, History
The focus of teaching and learning in the social studies, history, and geography curriculum is on the development of essential knowledge and skills. Students must develop a thorough knowledge of basic concepts that they can apply in a wide range of situations. They must also develop the broad-based skills that are vital to success in the world of work: they must learn to evaluate different points of view and examine information critically to solve problems and make decisions on a variety of issues.
Social Studies seeks to examine and understand communities, from the local to the global, their various heritages, and the nature of citizenship within them. Students acquire knowledge of key social science concepts, including change, culture, environment, power, and the dynamics of the marketplace. They learn about Canada and the role of citizens in a democratic society within a culturally diverse and interdependent world. They also acquire skills of inquiry and communication through field studies and other research projects; the use of maps, globes, and models; and the consideration of various forms of historical evidence. Students apply these skills to develop an understanding of Canadian identity and democratic values, to evaluate different points of view, and to examine information critically in order to solve problems and make decisions on issues that are relevant to their lives.
History involves the examination of individuals and unique events, as well as of groups, movements, institutions, nations, and eras. The Grade 7 and 8 history program focuses on Canada and provides students with a comprehensive overview of the development of their country and its role in the world. Students learn how lessons from the past can be used to make wise decisions for the future, and by exploring various points of view and evaluating a variety of historical evidence, they practice achieving a balanced perspective. In these ways, the study of history helps prepare students to be contributing and responsible citizens in a complex society characterized by rapid technological economic, political, and social change. The study of history in Grades 7 and 8 builds on the skills, attitudes, and knowledge developed in social studies in Grades 1 to 6.
Geography is the study of place. It examines the earth’s physical systems and the people in them. It also investigates how people and environments affect each other. Geography students learn to gather, organize, analyze, and present information obtained from fieldwork, models, simulations, aerial photographs, satellite imaging, maps, and computers. They learn to apply a conceptual framework of location/place, environment, region, interaction, and movement. By integrating various aspects of place, the study of geography provides students with a unique opportunity to learn about the world around them.
Visual Arts
The visual arts include the traditional fine arts of drawing, painting, sculpting, printmaking, architecture and photography, as well as crafts, industrial design, commercial art, performance art, and electronic arts. The visual arts curriculum is intended to help students develop their creativity, as well as the ability to communicate with other people through visual images. In learning to express themselves in visual ways, students will sharpen their powers of observation. In developing the ability to analyze and describe works of art from various historical periods and in different styles, they will also learn to understand and appreciate a wide variety of art works. In order to make visual art works, students need to acquire a range of skills and some specific knowledge. The expectations identified for each grade describe the specific knowledge and skills that students are expected to develop and demonstrate in their work. These skills are sequential and cumulative.