PRIMARY YEARS PROGRAMME
Kindergarten – Grade 5
Primary Years Programme
At Aspengrove School, your child won’t slip through the cracks. We pride ourselves in being a small, tightly knit community. We know each other, we look out for each other. Our students become family to one another and we work hard to know each other by name.
In our Primary Year Programme, we focus on challenging our students while also working to build a strong connection with them. We believe it is important for all students to feel safe, but challenged to take risks and push themselves out of their comfort zone.
Academics
Our Primary Years Programme promotes growth academically, socially, physically, emotionally, and culturally.
All students in Kindergarten through Grade 5 are taught by classroom teachers for language arts, mathematics, social studies, art, and science. Our team of Specialist Teachers provide instruction in performing arts, French, physical education, and more.
We know families are busy! Aspengrove School’s Primary Years Programme strives to ensure all homework given to our students is thoughtfully assigned to compliment your child’s in-class learning while respecting both you and your child’s after-school time. We believe home learning is essential to your child reaching their full potential. Daily reading at home is part of our homework expectations. On top of that, students may be asked to complete tasks that link to their current Unit of Study. In some cases, students may also have some extra practice or review to complete at home to address specific learning needs.
At Aspengrove School, we ensure all staff and teachers maintain a high level of professionalism and expertise while staying abreast of current trends and best school practices. 65% of our faculty & staff have an advanced degree or are working towards one. 55% of our staff have also worked in at least 2 countries, and 27% have worked in 3 or more!
Communication is Key
At Aspengrove School, we believe in a strong partnership between parents and teachers – working together to support the best interests of your children and our students. In order to ensure we are working together, we need to communicate.
That’s why our teachers are available to the families of their students through email, phone, or in-person when needed. Along with the opportunity to reach out to your child’s homeroom teacher, our teachers also provide parents with a weekly update email detailing upcoming events, projects, and more.
Weekly Update Emails
Weekly update emails detailing upcoming events, projects, and more.
Conferences
Each year, parents will have the opportunity to partake in 2 Parent/Teacher conferences and 1 student-led conference. Parents will also receive 3 written report cards over the year.
E-Portfolio
Here, parents can see samples of their child’s work, student reflections, and more in real time.
Co-curriculars &
Grade 5 Exhibition
We aim to provide our students with a variety of co-curricular activities to support their various interests. From after school sports, music classes, and art classes, to table top board games, STEM class and more, Aspengrove strives to allow students to join in and learn many valuable skills by being on a team or pursuing individual ventures.
View our PYP Co-Curriculars here!
Not seeing anything that interests you? We are always striving to expand our programs! Let us know what you’d like to see here.
What is the Grade 5 Exhibition?
Over a 6 week period, Grade 5 students design and plan their own unit of study. Students pick their own topic, typically one that interests them, form a small research group, conduct interviews, ask questions, with an end goal of making a presentation to the school community.
This experience is important to students as it gives them ownership over their learning and allows them to achieve success, giving them a sense of accomplishment that they’ve taken on a task. The project builds on the students’ organizational skills, planning skills, self-management, presentation skills, and more life skills that they will take with them to their middle years journey.
PRIMARY YEARS PROGRAM MODEL
At Aspengrove School, the International Baccalaureate Primary Years Programme (PYP) for Kindergarten to Grade 5 students focuses on nurturing and developing young students as caring, active participants in a lifelong journey of learning.
The PYP has evolved to become a world leader in future-focused education and an example of the best educational practice globally, responding to the challenges and opportunities facing young students.
By learning through inquiry and reflecting on their own learning, PYP students develop knowledge, conceptual understandings, skills, and the attributes of the IB Learner Profile, assisting them in making a difference in their own lives, their communities, and beyond.
Curriculum framework
The Learner
The Primary Years Programme (PYP) curriculum recognizes learners’ innate potential to inquire, question, wonder, and theorize about themselves, others, and the world around them.
Learning and Teaching
Primary Years Programme (PYP) is a transformative learning and teaching experience, representing a commitment to student learning.
The Learning Community
The Primary Years Programme (PYP) brings a shared commitment to the International Baccalaureate’s mission through the learning community.
Units of Inquiry
A Unit of Inquiry is an in-depth exploration of important ideas and concepts.
Units of Inquiry provide schools with a curriculum framework of essential elements, including the knowledge, concepts, skills, attitudes, and action which help young students to build successful lives.
Who We Are
An inquiry into the nature of the self-beliefs and values; personal, physical, mental, social, and spiritual health; human relationships including families, friends, communities, and culture; rights and responsibilities; what it means to be human.
Where We Are in Place and Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global Perspectives.
How We Express Ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How We Organize Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
The International Baccalaureate (IB) curriculum is committed to making sure that all IB programmes meet and exceed provincial standards. The curriculum is carefully examined regularly to ensure that it is aligned with local and/or national standards set by the British Columbia Ministry of Education.
Kindergarten
Who We Are – Building Awareness of Self & Others Promotes Growth, Well-Being, and a Sense of Community (1st Unit)
Lines of Inquiry (Key Concepts):
- Recognizing and expressing emotions (Connection)
- Recognizing differences between us (Responsibility)
- Accepting ourselves and others (Perspective)
Related Concepts: Consequences, Choice, Responsibility
Where We Are in Place and Time – Reflecting on our Personal Journeys Allow us to Understand Who We Are and Where We Come From (All Year)
Lines of Inquiry (Key Concepts):
- Personal change from birth to present (Change)
- Ways of documenting personal histories (Causation)
- Looking for evidence of change (Causation)
Related Concepts: Cycles, Development Evidence
How We Express Ourselves – We Can Use Our Creativity to Extend our Ability to Think and to Express Ourselves (2nd Unit)
Lines of Inquiry (Key Concepts):
- The creative process requires joining in, exploring, and taking risks (Function)
- Mediums for creative expression (Form)
- Creatively representing our thinking (Perspective)
Related Concepts: Creativity, Concepts of Art
How the World Works – Exploration Leads to Knowing More About the World (All Year)
Lines of Inquiry (Key Concepts):
- Our experiences connect us to the wider world (Form)
- Curiosity leads us to explore (Connection)
- We can use different strategies to make our thinking visible (Connection)
Related Concepts: Observations, Scientific Process
Sharing the Planet –When Interacting With Natural Habitats, Humans Make Choices That Impact Other Living Things (3rd Unit)
Lines of Inquiry (Key Concepts):
- Human impact on habitats (Causation)
- Living things have needs (Form)
- Our responsibilities in caring for natural habitats (Responsibility)
Related Concepts: Conservation, Relationships
Grade 1
Who We Are – Kindness Helps Us Live Together Peacefully (1st Unit)
Lines of Inquiry (Key Concepts):
- Our unique qualities and experiences (Perspective)
- Nurturing kindness in the world will impact others (Causation)
- How understanding each other’s perspectives can help us solve problems (Perspective)
Related Concepts: Uniqueness, Open-Mindedness, Communication
Where We Are in Place and Time – Transportation has Connected and Changed our World Over Time (6th Unit)
Lines of Inquiry (Key Concepts):
- Transportation changes over time (Change)
- Transportation systems connect our world (Connection)
- Transportation impacts our lives (Causation)
Related Concepts: Progress, Innovation, Impact
How We Express Ourselves – People Use Performing Arts to Express Emotions (4th Unit)
Lines of Inquiry (Key Concepts):
- People use different performance arts to express themselves (Form)
- Ways in which emotions can be portrayed through different mediums (Function)
- Personal Preference in appreciation and creation of the arts (Perspective)
Related Concepts: Preference, Expression, Aesthetic Appreciation
How the World Works – Living Things Have Features and Behaviours that Change According to Earth’s Cycles (2nd Unit)
Lines of Inquiry (Key Concepts):
- Identifying patterns in our physical and natural world (Form)
- Patterns of behaviours in living things according to Earth’s cycles (Connection)
- How different species grow and change over their lifetime (Change)
Related Concepts: Cycles, Inter-Connectedness, Classification
How we Organize Ourselves – Many Products go Through a Process of Change Before they can be Consumed or Used (5th Unit)
Lines of Inquiry (Key Concepts):
- Origins of products and materials (Function)
- Changes products go through (Change)
- Choices people make in the products they use (Responsibility)
Related Concepts: Natural Resources, Choice
Sharing the Planet – Childhood Experiences are Affected by Cultural Influences and Local Conditions (3rd Unit)
Lines of Inquiry (Key Concepts):
- Differences and similarities between childhood experiences (Form)
- Factors that affect childhood experiences (Causation)
- Ways in which we help children have more equal opportunities (Responsibility)
Related Concepts: Diversity, Empathy
Grade 2
Who We Are – Every Person in a Community is Important and Can Make a Difference (1st Unit)
Lines of Inquiry (Key Concepts):
- Our personal characteristics and interests (Perspective)
- Different ways we can impact our community (Responsibility)
- Influences that motivate us to take action (Perspective)
Related Concepts: Contributions, Cooperation
Where We Are in Place and Time – Discoveries Impact the Way We Meet Our Needs and Wants (3rd Unit)
Lines of Inquiry (Key Concepts):
- Human needs and wants (Form)
- Development and discovery of tools (Change)
- Tools affect our daily lives (Connection)
Related Concepts: Progress, Impact
How We Express Ourselves – Stories can Engage their Audience and Covey a Message (5th Unit)
Lines of Inquiry (Key Concepts):
- Strategies storytellers use (Form)
- Messages in stories (Connection)
- The reflection of culture in stories (Perspective)
Related Concepts: Communication, Interpretation
How the World Works – Change is Universal and Inevitable (2nd Unit)
Lines of Inquiry (Key Concepts):
- Change of state (Change)
- Change affects our behaviour (Change)
- Humans transform matter to meet their needs (Function)
Related Concepts: Transformation, Control
How we Organize Ourselves – Boundaries Influence how we Interact with Others (4th Unit)
Lines of Inquiry (Key Concepts):
- Types of boundaries (Form)
- Reasons for creating boundaries (Function, Causation)
- Outcomes related to boundaries (Causation)
Related Concepts: Boundaries, Interactions
Sharing the Planet – People can Establish Practices to Support the Health of Our Planet (6th Unit)
Lines of Inquiry (Key Concepts):
- The limited nature of the earth’s resources (Causation)
- Approaches to waste management (Responsibility)
- Caring for the planet (Responsibility)
Related Concepts: Environmental Stewardship, Environmental Quality
Grade 3
Who We Are – Understanding Beliefs can Broaden Perspectives of Who We Are (All Year)
Lines of Inquiry (Key Concepts):
- Beliefs and values (Perspective)
- Similarities and differences between belief systems (Perspective)
- How beliefs influence the way people behave (Causation)
Related Concepts: Beliefs, Perspective
Where We Are in Place and Time – Family Histories Provide an Insight into Cultural and Personal Identity (2nd Unit)
Lines of Inquiry (Key Concepts):
- Family ancestry (Connection)
- Heirlooms and traditions that have meaning in families and cultures (Connection)
- Similarities and differences between generations within a family and community (Change)
Related Concepts: Identity, Family
How We Express Ourselves – People Discover and Express Themselves Through Art and Creativity (6th Unit)
Lines of Inquiry (Key Concepts):
- Sources of artistic inspiration (Connection)
- Methods people use to express themselves through art (Form)
- Art as a form of cultural expression (Function)
Related Concepts: Inspiration, Expression
How the World Works – Visual Models Enhance our Understanding of the World (3rd Unit)
Lines of Inquiry (Key Concepts):
- Types of visual models (Form)
- The ways in which visual models are used (Function)
- How visual representations impact our understanding of how things work (Connection)
Related Concepts: Models, Representation
How we Organize Ourselves – Measurement is a System that Enables Consistency (4th Unit)
Lines of Inquiry (Key Concepts):
- Ways we use measurement in our daily lives (Function)
- Tools and systems of measurement (Form)
- Reasons to measures (Causation)
Related Concepts: Measurement, Consistency
Sharing the Planet – Plants Play an Integral Role in Sustaining Life (5th Unit)
Lines of Inquiry (Key Concepts):
- Products we derive from plants (Connection)
- Importance of plants to other living things (Connection)
- Our role in sustaining plant life (Responsibility & Causation)
Related Concepts: Sustainability, Interconnnectedness
Grade 4
Who We Are – Understanding Different Learning Styles Enable People to Respond to Their own Learning Needs as well as Those of Others)
Lines of Inquiry (Key Concepts):
- Characteristics of learning communities (Form)
- Different learning styles (Function)
- Individual choices affect our learning (Responsibility)
Related Concepts: Individuality, Consequences
Where We Are in Place and Time – People Express Themselves in Multiple Ways (2nd Unit)
Lines of Inquiry (Key Concepts):
- Expression connect to identity (Connection)
- Identities are represented and expressed in different ways (Perspective)
- Understanding evolving social norms (Responsibilty)
Related Concepts: Identity, Diversity, Norm
How We Express Ourselves – Living Things Need to Adapt in Order to Survive (6th Unit)
Lines of Inquiry (Key Concepts):
- The ways in which living things adapt to their environment (Function)
- Circumstances that lead to adaptation (Causation)
- How adaptations impact other living things (Connection)
Related Concepts: Adaptation, Evolution
How the World Works – Advertising and Media Influence our Decisions and Behaviours (3rd Unit)
Lines of Inquiry (Key Concepts):
- How advertisers create and influence consumers (Causation)
- Impact of advertising(Causation)
- The legal and moral responsibilities of advertisers (Responsibility)
Related Concepts: Consumption, Persuaslon
How we Organize Ourselves – Contact Between Cultures Results in Change (5th Unit)
Lines of Inquiry (Key Concepts):
- How exploration may lead to change (Causation)
- Attempts amongst cultures to coexist (Change)
- How perspective can affect peace and conflict resolution (Perspective)
Related Concepts: Respect, Peace, Conflict
Sharing the Planet – Features of a Region Influence the Settlement and Culture of Indigenous Groups (4th Unit)
Lines of Inquiry (Key Concepts):
- Features of regions around the world (Form)
- The relationship between location and settlement (Function)
- Influences of environment on culture (Connection)
Related Concepts: Environment, Geography
Grade 5
Who We Are – Personal Choices Influence the Well-Being of Mind and Body (4th Unit)
Lines of Inquiry (Key Concepts):
- Body systems and how they work (Function)
- Connections between mind and body (Connection)
- Impact of lifestyle choices on well-being (Responsibility)
Related Concepts: Systems, Health, Wellness
Where We Are in Place and Time – Human Migration is a Response to Challenges, Risks, and Opportunities (6th Unit)
Lines of Inquiry (Key Concepts):
- Reasons why people migrate (Causation)
- Historical perspectives on migration (Perspective)
- Effects of migration on communities, cultures, and individuals (Causation)
Related Concepts: Migration, Culture
How We Express Ourselves – Exhibition
How the World Works – Innovations in Practical Science Develop to Meet Society’s Needs (1st Unit)
Lines of Inquiry (Key Concepts):
- How simple machines work (Form & Function)
- How innovation relates to progress (Change)
- Effects of Innovation (Causation)
Related Concepts: Innovation, Progress
How we Organize Ourselves – Economic Activity Relies on Systems of Production, Exchange, and Consumption (2nd Unit)
Lines of Inquiry (Key Concepts):
- Role of supply and demand (Function)
- Exchange of goods and services (Connection)
- Our responsibility as consumers (Resonsibilty)
Related Concepts: Economics, Supply & Demand
Sharing the Planet – Earth’s Resources Require Management (3rd Unit)
Lines of Inquiry (Key Concepts):
- Earth’s natural resources (Function)
- Distribution of Earth’s resources (Connection)
- Personal responsibilities for Earth’s resources (Responsibility)
Related Concepts: Natural Resources & Sustainability
Out of School Programs
Out Of School Care
Fees
Mon/Tues/Thurs/Fri: 3:15pm-5:30pm
$20.00
Wednesdays and Early Dismissals: 12:30pm-5:30pm
$35.00
Professional Development and School Closures: 8:15am-4:45pm
$45.00
SUMMER PROGRAM
Thank you for your interest in Aspengrove School!
If you would like information about grade availability, programming or to book a campus tour, please fill out an inquiry form and we will get in touch with you shortly.