Niagara Association for Christian Education

Educational Program :

JUNIOR DIVISION - Grade Four to Six

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BIBLE:

No book is more important to a Christian school than the Bible. It is the Divinely inspired Word that guides us in all our lives, and therefore has great importance for the Christian school.

In NACE schools, the Bible plays three roles:

1) The Bible provides the principles that guide and correct us in regards to the entire teaching-learning process. It gives us an understanding of human nature and relationships, of the world around us, and of the God who has created us and loves us. That means the Bible isn’t merely a subject "added on" to the areas of study you would encounter in any school. Instead it gives us wise counsel on how to understand the nature of our students and what approach to discipling is appropriate. It tells us something of the complexity of the world and what areas are appropriate for study. It helps us discern the effects of human rebellion from the products of God’s loving hand. It sheds light on what trends in the world of education are ill-founded and which are legitimate, positive developments.

2) It is the source for our devotional activities. Our Christian schools engage students in devotional activities daily. Likewise the staff and committees regularly participate in devotional activities. The Bible is central to all of these.

3) The Bible is also the object of guided study in our classrooms. It is important for students in Christian schools to be busy learning about the Bible, its history, contents and message. It is an essential subject in the curriculum of NACE schools.

In Grades Four to Six the entire Bible is covered, with an eye towards revealing its unity of purpose. In other words, the Bible is studied not as a collection of stories and poems that might otherwise seem haphazard, but as a single story that shows us God’s historical-redemptive intentions in His dealings with His world and people. Students will trace Biblical themes from Genesis through to Revelation.

FAMILY LIFE:

Our schools make use of a Family Life program that unfolds from the Kindergarten years through to Grade Eight. The overall program deals with a number of strands, including: Family Relationships, Friendship, Solid Foundations for Self-Worth, Human Growth and Development, and Sexuality as a Good Gift of God.

At the Junior Level, class time is set aside for teachers to address the concepts designated for their grade. Human sexuality and reproductive systems are taught within the context of the family, with Biblical norms incorporated into the lessons so that teaching and learning take place in a holistic manner, rather than one that is fragmented from the real experiences of human beings.

MATHEMATICS:

In God’s good creation, He has included three principles that directly influence our study of Mathematics. First, God has created a consistent structure in His world, and therefore we can engage in Mathematics in the expectation that results are consistent and reflect the order of creation. Second, all of God’s creation has both a numerical and a spatial aspect. That means that Mathematics is involved in calculations and activities that are "built right into" God’s World and can reveal something of God’s nature and character. Finally, because Mathematics is a human endeavour it is as capable of being done obediently or disobediently, just like any other creaturely activity. This doesn’t refer to accurate or inaccurate calculations, but to the worldview out of which our culture engages in Mathematics, and the effect they hope to achieve by doing so. Done to achieve mastery over creation with exploitative motivations, or done in the belief that Math is the arena of objective, indisputable, "real" Truth in a philosophical sense, Mathematics can pull humans away from the Creator and His Will. Done with awe and revealing God’s amazing creativity and our dependence on Him, Mathematics can be a wonderful pursuit for Christian students.

In the Junior Division students continue to develop their abilities in addition, subtraction, multiplication and division, and work with fractions, decimals, ratios, geometry, Number Theory, measurement, rates, and more. The Ministry of Education’s expectations are noted at http://www.edu.gov.on.ca/eng/document/curricul/curr97ma/curr97m.html and NACE has made program alterations to ensure that we continue to meet and exceed these requirements.

LANGUAGE ARTS:

The ability to communicate is a gift from God. Communication involves various skills such as speaking, listening, reading, and writing. It is the goal of our schools to further develop speaking and listening skills and to teach reading and writing skills effectively. If we are to have a shaping influence on God’s world, the ability to communicate well both orally and through the printed word, is important for all Christians.

At the Junior Level, the development of solid literacy skills continues to be a key focus. Time is set aside for regular work in grammar, reading, spelling, penmanship and creative writing. In addition, teachers incorporate these skills in other subject areas, including presentations. Continuing to build on the Four Block Approach to Literacy Development, our schools have been very successful in helping students meet or exceed the Ministry’s standards at this level. Details on what the Ministry expects students to achieve at each grade level are available at: http://www.edu.gov.on.ca/eng/document/curricul/curr97l.html#achievement

Whether directly or indirectly, the Junior Division student is taught to develop that human gift, communication, and to use it to God’s glory.

FRENCH:

Our schools are committed to the instruction of French. Teaching French is important because God has placed us in this bilingual and bi-cultural country: Canada. In equipping our students to obey the "Great Love Command" (Matt. 22:37-8) we acknowledge the importance of helping our students understand their neighbours in order to show them love. The teaching and learning of French also affirms the beauty of languages as created by God.

In the Junior Division we see a designated and more structured time set aside for French instruction. In these years the solid foundation of vocabulary is rapidly expanded, oral and written communication play an increased role, and more exposure to the culture of our Francophone neighbours is part of the program.

SOCIAL STUDIES:

In this subject area our Christian schools operate out of the Biblical perspective that humans are always to be understood in relationship to God, their neighbours, and to the world around them.

At the Junior Level, social studies moves in the direction of history and geography. Map skills are developed, other cultures are studied (including Egypt, Mexico, England, and Greece) and exposure to Canadian history is deepened. Through all of these, the question of how different people living in different times have developed cultures in response to their created nature, what of their work reflects obedience to God, and what can we learn that might correct our own worldview, provides the motivation for study.

SCIENCE:

In science, the focus of study is God's creation. Our schools teach science in a way that acknowledges that everything that exists has been created by God. This story, recounted in Genesis 1 and 2, shows us that the world and universe are the handiwork of the Lord! We also see here that humans are a special creation of a loving Creator, and not the product of chance mutations. Because God loves His creation and has sacrificed greatly to redeem it (John 3:16), we know it is worthy of study.

Students working in the Junior Division study a variety of units related to the amazing way in which God has created humans, the use of energy, the nature of light and colour and many more. Awe, wonder, and stewardship are three responses we strive to engender in the students.

THE ARTS:

Our schools recognize the aesthetic or artistic dimension of humans as a gift of God. We recognize that the arts are an important area of a student’s potential that needs the opportunity to be developed. Therefore, students are encouraged to express themselves in drama, music, and art. They are encouraged to develop their talents as well as become aware of the talents of others.

At the Junior Level, design, sculpture, collages and more move students into working with different media to expand their ability to express themselves through art. Music training becomes a separate class led by a music specialist and involves some instrument training as well as vocal music. Again, activity and a joyful response are desired outcomes.

COMPUTERS:

Computers have become an integral part of our society. In the Christian school we seek to use this gift of God as a tool to enhance learning across the curriculum. To facilitate this, students are introduced to keyboarding, word processing, and other educational software in our computer labs and as another tool within the classroom.

In the Junior Division, computers begin to take on a larger role. More structured keyboarding instruction takes place, multi media sources are explored, expanded word processing skills are introduced, and the computer is used to enhance clear communication.

PHYSICAL EDUCATION and HEALTH:

The area of physical education is also an important facet of the education of a child. God cares about our bodies (The Apostles Creed). That is why our schools seek to develop co-ordination and conditioning in our pupils. In addition, the development of Biblical attitudes towards our bodies are taught. Various games are played so that the pupils develop sound bodies, exhibit sportsmanship in group situations, and are exposed to alternatives for the active use of leisure time.

At the Junior Level, NACE’s Phys. Ed. Program involves increased exposure to team games and cooperative activities. Canada Fitness activities are used to encourage development of abilities. Mutual encouragement and inclusiveness are encouraged.

RESOURCE PROGRAM:

We are blessed to be able to offer a strong resource program to our students. For those students that experience areas of special challenge, our resource instructors are trained to diagnose weaknesses and to implement programs for overcoming academic difficulties. Further, when time and resources permit, we offer enrichment activities for students that will benefit from these opportunities.

Our schools have put in place a procedure for entrance into the resource programs which involves prior agreement of the parents, teacher and principal. The resource teacher sets forth the goals of the program for that child which are then pursued by the resource teacher in conjunction with the classroom teacher. Regular reports are made to the parents to keep them informed of the progress of their child.