Junior School

List of 10 items.

• Grade Three

  Grade 3 is the entry year into RSGC, which begins with ensuring that each child develops a true sense of belonging at his new school. This is done through relationships developed with teachers and peers; a foundation of love paired with meaningful challenges and the development of responsibility to self and community; and differentiated instruction to ensure that each child is being challenged appropriately. Classes are small and time is taken to ensure that each child is seen and respected for the unique individual that he is.
  
  The curriculum reflects the diversity of the class and broader community, with a focus on collaboration and connecting with each child’s creativity, imagination and playfulness. 
  
  Our academic program focuses on skills development with a deep understanding of concepts and demonstration of knowledge through application and projects. Our boys apply content and skills learned in a way that is meaningful to each child, while also considering social responsibility to the community and the world. There is a strong focus on the process of learning, and the boys are consistently being given feedback in a timely manner with the encouragement of student reflection to support their growth and development.
  
  In Language Arts, there is a strong focus on literacy development based on individual needs and ability. The boys do a lot of writing across various subjects and there is a strong emphasis on reading: independent reading, small group reading, novel studies and comprehension. 
  
  In Math, there is a deep learning of math concepts that are revisited throughout the year and a strong focus on building computation skills to prepare students for more challenging, application-based tasks.
  
  In Science and Social Studies, there is a major focus on the application of learning skills such as research, design and presentation, with projects focused on design and real-life application. Some units investigated in these subjects are plant life, habitats, Indigenous culture and history, and communities. 
  
  We make sure that our youngest boys are engaged at all levels – all while building the foundation for a successful Georgian career led by the Georgian Code of Respect, Responsibility and Voice. 

• Grade Four

  Challenge. Growth. Exploration. Discovery.
  
  

  These are the defining characteristics of the Grade 4 experience at RSGC. Known and loved, the students reap the benefits of a small school as they undertake this exciting leg of their educational journey. They learn to become more independent as they discover more about themselves and the world around them. They start applying the skills they learned in their primary years as they become more abstract thinkers. Supported by a team of dedicated educators, a homeform teacher covers the core subjects with specialists for physical education, French, art, library, and both choral and instrumental music.

   

  The themes of growth and self-discovery are woven throughout our classroom routines and curriculum. The children take on roles of responsibility and leadership in the class by volunteering to take on classroom jobs. They explore our natural environment, carefully researching and crafting habitats for living things. Learning about Canada as well as ancient civilizations encourages them to think introspectively as well as about the broader community and global history. Students discover how stories and languages have evolved over time. They read about children their age who have learned to survive under adverse circumstances. By offering choice in novels and assignments, we create an environment where the students are invested in their learning.

   

  Our students grow by trying new things and overcoming challenges. They are offered a wide array of clubs, and participation in extracurricular activities is encouraged. They learn to be more effective communicators as they develop presentation skills and self-advocacy.

   

  They do all of this and so much more!

   

  Grade 4 is the start of an exciting journey as our Georgians become the best version of themselves.

• Grade Five

  “Your son will lead a balanced, purposeful and happy life in Grade 5.”
  
  

  Grade 5 is an exciting time during which boys continue to develop the confidence they need to confront the challenges of life as a more independent student.
  
  

  Guided by the Georgian code of respect, responsibility and voice, the Grade 5 boys feel safe sharing their ideas, concerns and questions with both teachers and peers as they navigate their way through a challenging curriculum that expects each boy to put forth a great effort to be the very best version of himself.
  
  

  The boys play the role of researcher, designer, developer and presenter with each project they take on, and while we celebrate the completion of a project, emphasis is placed on process, innovation and creativity.  The boys carefully consider the means by which they arrived to their end. True growth occurs through thoughtful reflection.
  
  

  We seamlessly balance academic rigor with the arts. Whether it be singing in choir or playing an instrument, a music class enriches each day in Grade 5. While art class is closely linked to the core subject curriculum, the boys are encouraged to use a variety of mediums to create personal and original pieces.
  
  

  Physical education builds strength, confidence and camaraderie through cooperative games in traditional sports such as soccer, rugby and hockey, and through non-traditional sports like judo and swimming.

• Grade Six

  Experience. Collaborate. Bond. Grow.
  
  

  Become a renaissance man in Grade 6. We believe that hands-on discovery is how boys learn best, which is why experiential education is a focus of Grade 6. The walls of the classroom are expanded to include the community and real-world experiences. The boys get their hands dirty as they build and experience what it’s like to create.
  
  

  Our learner profile, “researcher, designer, developer, presenter”, drives the focuses of the curriculum: creativity and innovation. Grade 6 students are encouraged to discover their personal voice, strengths and interests. A project-based learning framework engages the boys in authentic tasks and experiences. Whenever possible, we encourage choice and give the learners the power to make decisions about content, process, performance and product.
  
  

  We celebrate curiosity and the uniqueness of every child, designing instruction to meet each student’s needs. Our feedback is focused on growth; each boy is actively involved in assessing his progress towards the achievement of his goals.

   

  A love of the arts is nurtured through our music and fine art programs. The boys choose to participate in choir or instrumental music, allowing their musical skills to grow every day. Our artist-in-residence offers mixed media, clay, sculpture, painting or drawing classes weekly in our spectacular art studio. The boys are encouraged to experiment with materials and fearlessly develop their ideas.

• Middle School (Grades 7 & 8)

  Grades 7 & 8 is the Middle School program at RSGC. Students focus on STEM and humanities, and also have daily physical education and French four times a week. Normally, they also have daily instrumental or choral music; however, since the pandemic, this has switched to music twice weekly, with visual art once a week. We will return to daily music as soon as we can. 

  
  An inquiry-based approach is used in our curriculum design. It is meant to generate opportunities for critical thinking, asking thought-provoking questions, and seeking out new knowledge. Students are at the centre of the learning process, with teachers acting as facilitators and guides.

  
  Learning goals are designed with the students in mind. A partnership is formed with our students, where we set goals and make plans. Students work towards their learning goals through practice and by receiving frequent feedback.

  
  At RSGC, we believe in sparking curiosity and creating meaningful work. Our units are project-based and foster a love of learning. They are designed to combine skill development, deepen knowledge, and lead to personal growth and connections. 

  
  

  We understand that our students are individuals with varying interests and needs, therefore, there is no one size fits all approach in the classroom. By providing choice in our programs, students can make decisions and take ownership of their learning experiences. Students demonstrate their skills by focusing on the process of their projects, not the final product. This is where authentic learning takes place.

   

  In our programs, students continue to work towards achieving their learning goals. They develop their skills through practice and receive continuous feedback from peers and teachers to grow as learners. There is great value in the self-assessment process, where students will reflect on their learning experience to celebrate areas of strength and understand opportunities for growth. We work in partnership with our students to ensure that they feel successful as learners.

  
  

  If you walk through the hallways of our school, you will see and hear collaborative learning at work. Clear expectations are created together, and students work cooperatively to learn together and consider each other’s perspectives. These opportunities lead to the co-creation of new knowledge and prepare them for real-world experiences.

  
  

  In the classroom, students are encouraged to act thoughtfully, and to learn boldly and courageously. Learning experiences are designed to be challenging and meaningful. Students are most successful when they take risks in their learning. 

  
  We hold our students to a high standard, and we also make space for joy and laughter in our classrooms. 

  
  Our goal is for each student to feel seen and heard, and know that they are valuable classroom community members.

• Middle School Humanities

  The Humanities program is constantly evolving. It is designed to meet the needs of our students as individuals and as a collective. Learning experiences are topical and reflect the current climate in our community, nation and global scale. Together, we examine human experiences and our impact on society. Students are encouraged to explore human rights issues and are empowered to consider how they can evoke change.

  
  

  Our program is responsive and designed with our students' engagement and growth in mind. We use a critical lens to look for the untold stories of history, texts and current events. By exploring our own identities, we consider how our experiences impact us and shape who we are. 

  
  

  During the course of our explorations, students demonstrate an understanding that words have power and that everyone has a voice. The stories of individuals contribute to the fabric of our world. Our students will have the opportunity to hear many voices through stories. We become immersed in these stories, consider various perspectives and generate deep questions. Texts and sources are carefully selected to consider representation and student interest. 

  
  

  Students have many opportunities to act as creators in the humanities program. They are co-designers in their learning experiences and make bold choices to create meaningful projects. 

  
  

  Throughout our learning, we use a framework of systems and processes to set students up for success and meet all individuals' needs. Whether they are drafting a narrative, engaging in research or creating a media piece, there are set steps and organizers that help students refine their thinking, then their writing and presentation. Although this process may not always look perfect, it provides students with the opportunity to meet their learning goals, focuses on strengths and areas of growth, and prepares them for the future.

• Middle School STEM

  The STEM (science, technology, engineering and mathematics) program uses design thinking, project-based learning and collaboration as a foundation to explore concepts, deepen understanding and have fun while learning. 

  
  

  All learning is social, and that is abundantly clear in our STEM learning environment. Learning happens collectively as students move through individual, partner, group and class learning experiences. They learn to see how their individual ideas connect with others as they examine how their starting point of understanding is impacted by others’ perspectives and answers. 

  
  

  In design thinking, students explore multiple solutions to problems and test through experimentation. A continuous cycle of reflection supports the development of their understanding. Our units foster an understanding of the relationships between concepts, issues, people and the world around us. Students not only develop their understanding of STEM concepts, but they also explore how they exist in the real world. 

  
  

  Rich essential questions rooted in social and environmental issues drive the project-based learning that comes alive in the STEM classroom. Using an inquiry-based approach, students identify the information and understandings needed to arrive at a solution. A cycle of questioning, seeking knowledge, testing and reflecting brings students closer to a solution to the original problem. Students present their learning in final projects that are actionable and have an impact on our community. Learning is authentic and meaningful. 

  
  

  Learning activities allow each student to make purposeful choices about tasks and challenge levels. Students learn skills that allow them to assess their needs, and they take ownership over their skill development. Teachers are partners in learning as they coach and support student growth and achievement through feedback and conferences tied to learning goals. 

  
  

  Students live our STEM program and experience an authentic, challenging, adaptive, joyful and supportive learning environment.

• Physical Education

  Our Physical and Health Education (PHE) approach focuses on the development of fundamental movement skills and strategies through exposure to a wide variety of individual and group activities. Our goal is that every child develops healthy living tools, which will allow him to thrive beyond our walls and become lifelong participants in physical activity. 
  
  

  Our students learn through an exploration based model designed to challenge them as they move through a continuum of learning guided by demonstration, reflection and individual feedback.

   

  In Grade 3-6 PHE is approximately 30-40 minutes daily.

  
  

  In Grade 7/8 PHE is approximately 45 minutes daily.

  
  

  Knowing that each boy brings their own unique level of comfort and skill to the class, we create a nurturing environment where our students can safely take risks and develop into the best version of themselves. Physical and Health Education is the perfect forum for the boys to put into action Georgian values and Cooperative Learning principles. We actively reinforce, with every boy, the importance of respecting rules, teammates, opponents, officials and themselves.

  
  

  Our daily schedule is designed based on the understanding that physical activity and the exertion of energy, through structured and free play, is vital in the development of every child. The PHE program provides the building blocks for students to develop healthy living habits while developing interpersonal skills through a variety of competitive and cooperative environments. Whether a student chooses to follow our competitive athletics stream or seek out his own individual challenges, we lay the foundation required for each boy to expand their knowledge, self awareness and confidence in his abilities.

• French

  In Grades 7 and 8, French classes focus on communication and collaboration. Students are exposed to the many Francophone cultures around the world through videos, music, texts, readers, film, current events and the news. The program focuses on using authentic vocabulary in ‘real life’ situations, and students are encouraged to share their likes and dislikes through daily conversations and specific dialogues. Throughout the year, students work collaboratively on projects. Grade 7 students research a French Caribbean country, and in Grade 8, students research and complete a project based in Paris.
  
  

  Students are encouraged to understand the value of learning a language and how it connects you to the world. They are praised for effort and are encouraged to take risks. Grammar is used to improve students’ skill in communication. Students continue to develop all skills (reading, writing, listening and speaking), yet there is a particular focus on oral communication. Classes are dynamic, fun and engaging. Students play French games, and activities are changed often to encourage student involvement. In Grades 7 and 8 French, students engage in authentic conversations, they read for meaning, and they are exposed to the French-speaking world. They create and present authentic dialogues, and they work individually and collaboratively on assignments and projects. Many opportunities for enrichment and extension are provided for boys entering the school with comprehensive knowledge of French.

• Music

  Royal St. George’s College has always placed high importance on music, with musical instruction daily. While we have had to change this to twice weekly during the pandemic, with visual art once a week, we hope to return to daily music as soon as possible. 
  
  

  Due to the risk of spreading Covid through aerosols, we have had to revisit what our music program looks like and temporarily will not have wind instruments available as an option. Students in Grades 3-6 will learn the ukulele, while those in Grades 7 and 8 will learn the guitar. Along with an emphasis on playing, we integrate theory as it applies to the practical application on their instruments. Additionally, in Grades 7 and 8, the boys explore electronic music through a variety of applications, including GarageBand, which allows them to explore and compose modern music.  
  
  

  Like the rest of the Junior School, we use a variety of cooperative learning strategies on a daily basis to have class discussions and give feedback to peers. It is important to have a balance of technical, theoretical and creative skills developed throughout our music courses. Technical skills allow us to hone the students' playing technique, theoretical skills allow us to understand and explore music theory as we learn to play the instruments, and creative learning helps us to play expressively in written music and explore composition both on instruments and through electronic means. 
  
  

  Students will work together to perform ensemble pieces, play solos and learn proper classical playing technique (posture, hand position, etc.), as well as basic scales and chords. The students learn music theory as they learn to play their instrument, explore electronic music composition through a variety of applications, and down the road will connect this to their guitar playing, and will learn to give each other specific, constructive and positive feedback on both their playing and their compositions. 
  
  

  The students in the music classroom are known and loved, which includes carefully considering their past musical experience and musical preferences when planning our class lessons. The beauty of music class is the flexibility we have in choosing our repertoire, which must be chosen to teach concepts and support their learning, but can also be adjusted to meet their musical preferences (within reason!) Our creative and compositional assignments allow students to explore areas of interest to them.
  
  

  Our Georgians learn to become creative, hands-on and well-rounded musicians.