Developing a life-long love of learning
An introduction to our Language and Arts curriculum
Bilingualism and Multilingualism
At AcadeCap, we believe that the development of languages and arts skills is of the highest priority.
At the PYP and the MYP, the language of instruction is French and English, with both languages being considered the primary language. The aim is for students to become competent communicators, understanding and expressing ideas and information confidently, orally and in writing, in both French and English.
In addition, students in Grade 2 and up have the opportunity to study a third language, primarily Spanish or Mandarin, as well as German, Polish, or Arabic, contingent on demand and teacher availability.
Furthermore, AcadeCap staff and the student community are from diverse backgrounds and the diversity of languages is celebrated at AcadeCap to further enrich language learning.
This programme purposefully sets out to stimulate and nurture all students’ creative potential as well as to integrate Units of Inquiry. Broadening students’ knowledge and deepening their perception of art history, aesthetics and design, we offer gallery and studio visits; a wide variety of drawing, painting, printmaking, collage and sculpture projects; supplemented by slides, videos and excellent reference books.
As they progress through the interactive programme, students’ social, affective, cognitive, technical, critical, aesthetic and sensory skills improve.
The annual full scale Vernissage of students’ work is a testament to their diversity and uniqueness.
Students participate in a variety of drama activities such as play writing, improv, shadow puppetry, role-play, storytelling, debating, and public speaking. They learn drama techniques such as proper breathing, articulation, and listening. They create and become a character and use this knowledge to participate in plays. Through the Units of Inquiry, students become time travellers learning about eras; wild animals when studying animal extinction; doctors, dentists, fire fighters etc… when exploring the community.
The focus of the MYP drama class is to work in groups and to study the basics of drama. The drama curriculum is intended to help students to develop an understanding and appreciation of drama, as well as the ability to create works using the forms, elements, and techniques of various art disciplines. 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 will develop practical artistic skills, as well as critical-thinking skills and communication skills.
At AcadeCap, we believe music plays a very important role in the development of a young person. Music activities stimulate development in every area of the brain, and enable the connection between the two brain hemispheres. Physical, cognitive, social, emotional, and language centers are engaged.
Music is an integral part of IB PYP curriculum, linking closely with Units of Inquiry. Students learn music through active involvement in music-making, even music writing.
The programme correspondingly emphasizes learning the violin in group settings. Children have the opportunity to perform in school concerts, as well as outside the school participating and competing in the Kiwanis Music Festival. Ensemble performances are a very important part of music education, enhancing the self-esteem of a young person, and reinforcing an aesthetic understanding of music on a personal and social level.
Reading & writing success for all
At AcadeCap, we are aware that students with Dyslexia as well as other reading and writing difficulties often exhibit many of the characteristics of gifted and talented leaners. Since our teachers use a variety of teaching methods applying the principles of Bloom’s Taxonomy and of Multiple Intelligence approach, students with Dyslexia can be very successful at AcadeCap.
For some students, learning to read is a gradual process requiring a systematic teaching methodology. We therefore provide the Simultaneous Multisensory Teaching Method, developed by the Canadian Association for Dyslexia and based on the Orton-Gillingham Method. We also offer the equivalent E.M.S. method in French, for francophone students.
The objective of the S.M.T./E.M.S. method is to teach reading, writing and spelling, with an emphasis on reading accuracy in the early stages, followed by thorough comprehension of written language and its structures. The material is presented in short sequential steps to help students develop self-confidence. Students always progress at their own pace.
Learning to overcome dyslexia allowed me to problem-solve in unexpected ways and to broach certain topics with a perspective many don’t have, until much later in life.