Our Elementary program, Kindergarten to Grade 7, strives to develop skills in numeracy and literacy, while seeking to nurture the whole child spiritually, academically, socially, emotionally, and physically in keeping with the school’s mission and vision statement, and Ministry of Education guidelines. Each grade works to further deepen student thinking, communication, and personal, and social awareness. The integration of Christian perspective is woven in throughout the curriculum using Teaching for Transformation Throughlines. Students are also given opportunities through teacher and student-led chapels and class-based service learning opportunities in the community to grow a personal relationship with Jesus Christ.
The Primary years (Kindergarten to Grade 3) introduces students to lifelong learning through play and differentiated hands-on learning experiences. Through theme-based units, students are given the opportunity to explore God’s world around them as they apply the curricular competencies to further develop their understanding and knowledge.
The Intermediate years (Grade 4 to Grade 7) continue to develop the foundation laid in the Primary program, by providing opportunities to explore student interests and strengths through inquiry-based and student-led projects. Students are introduced to technology as a tool to support their learning and awareness of the digital world.
At Cedars, students are equipped with the knowledge, understanding, competencies (skills), and insights for responsible citizenship in BC. More importantly, they are equipped for responsible citizenship in the Kingdom of God.
It is our hope and desire that students will increase their understanding of the way in which God created our world – in all of its beautiful unity and rich variety. They will see how all parts of creation are inter-related and how each has its own unique function. God, through his creative and redemptive work, is brought out in every subject by integrating Throughlines within subject areas.
At Cedars, students learn that they are children of God, and they can have a special place in the world. We strive to teach our students that being a Christian means living in a covenant relationship with God through the work of Christ. They are challenged daily to live out their faith in practical and relevant ways. They are also challenged to do restorative work that promotes Christian culture based on God’s Word.
Students are challenged to become responsive disciples of Jesus Christ. This means they will be encouraged to develop skills, knowledge and insights that promote a full Christian life in all situations – as church members, as citizens, as family members, as neighbours, as friends, as workers, and as consumers. Responsive discipleship has three parts. First, our goal is to unwrap student gifts and find ways in which students can exercise these gifts. Second, we place a strong emphasis on creating a community in which students and families feel connected to one another. This means specifically supporting those in need and including them. Third, it means teaching children how to be discerning disciples of Jesus Christ in our world today.
The Educational Program
Bible and Chapel
Bible is taught as a specific area of study along with being integrated into the whole curriculum. The Bible is taught as the source of all true knowledge and wisdom. Students read, memorize, and meditate on scripture on a weekly basis. Weekly chapel services are held where students worship together in word and song. Although we use some textbooks published by secular authors, Christian perspective is integrated into all areas of the curriculum.
The Literacy curriculum works on developing the six language arts elements (reading, listening, viewing, speaking, and representing). In the Primary years, this is achieved through direct instruction, differentiated reading programs, hands-on learning experiences (ex. centres), and developing a personal interest in becoming a lifelong learner. In the Intermediate years, literacy is further integrated into all subject areas while still targeting conventions of the English language, with a focus on analyzing, questioning, and communicating ideas. Core French is offered twice a week for grade 4-7 and is taught by a specialist teacher.
The numeracy curriculum seeks to build students’ problem-solving, exploratory, and investigative skills and knowledge. This is done through modelling, supported practice, and independent and groups practice (ex. play, math centres, games, worksheets, real life application).
Social Studies, Science, and Applied Design, Skills & Technology
The numeracy curriculum seeks to build students’ problem-solving, exploratory, and investigative skills and knowledge. This is done through modelling, supported practice, and independent and groups practice (ex. play, math centres, games, worksheets, real life application). The Social Studies and Science curriculums focus on an inquiry and conceptual learning opportunities. Applied Design, Skills & Technology learning standards are addressed through cross-curricular learning experiences and projects. Students deepen their understanding of God’s world as they grow in their knowledge, understanding, and critical thinking skills in order to be responsible active citizens in furthering God’s Kingdom. A 1-to-1 Chromebook model is used in the Intermediate years to support technology skills.
Physical and Health Education
Understanding that we are created in God’s image and are His children, our Physical and Health Education curriculum seeks to encompasses the well-being of the whole child. Students develop a personalized understanding of what healthy living means to them. Connections are made between physical, intellectual, mental, and social health at age appropriate levels. In the upper Intermediate years, students participate more extensively in sports teams such as volleyball and basketball with local public and independent schools.
Student Support Services
Learning support starts within the classroom, under the direction of classroom teachers and educational support staff. Students who have special needs, learning challenges or delayed language development are supported with a school-based team approach. Individual Educational Plans (IEPs) are developed for each child in consultation with the student, parents, classroom teacher, educational assistant, and professionals. Psychological testing is typically carried out with a shared cost between the parents and the school. Mental Health and Wellness is supported by the work of a Child and Youth Worker on-site; referrals to professional services (counselling, speech or occupational therapy, etc.), are made on a case-by-case basis in consultation with parents and Educational Support Service Coordinators.