In Grade 4 elementary school programs, students embark on an exciting journey of discovery and growth. This year is filled with engaging and interactive learning experiences that foster both academic and personal development. In language arts, students delve deeper into reading comprehension, expand their vocabulary, and improve their writing skills through creative storytelling and structured essays. In mathematics, they build upon their foundational knowledge to explore concepts like multiplication, division, fractions, and decimals, as they develop problem-solving strategies. Science lessons allow students to explore the wonders of the natural world, conducting experiments and learning about topics such as plants, animals, matter, and energy. Social studies takes students on a historical and geographical exploration, teaching them about their local community, the world's continents and countries, and the diverse cultures that exist. Grade 4 also emphasizes the importance of physical education and encourages students to lead an active and healthy lifestyle through various sports and fitness activities. With a balanced curriculum and a nurturing learning environment, Grade 4 provides the building blocks for future academic success and personal growth.

Health and Physical Education, Grade 4

The expectations for Grades 4 to 6 build on students’ experiences in the primary grades and further develop the knowledge and skills they need for physical and health literacy. Because the base of knowledge, experience, and skills varies from student to student, it is important for instruction to be differentiated to meet a wide range of student needs. The emphasis in the junior grades should be on building students’ understanding of themselves in relation to others.

Social Studies, Grade 4

OVERVIEW 

In Grade 4 social studies, students will develop their understanding of how we study the past, as they use various methods to examine social organization, daily life, and the relationship with the environment in different societies that existed to 1500 CE, including at least one First Nation and one Inuit society in what would eventually become Canada. Students will build on what they have learned in earlier grades, using visual evidence, primary and secondary sources, and thematic maps to investigate a number of early societies from different regions and eras and representing different cultures. Students will investigate the interrelationship between daily life and the environment in these societies and will compare aspects of life in these societies with that in present-day Canada. Continuing to build on what they learned in earlier grades, students will study the interrelationship between human activities and the environment on a national scale. They will build on their knowledge of municipal and landform regions, studying Canada’s political regions, including the provinces and territories, and physical regions such as the country’s landform, vegetation, and climatic regions. Students will investigate issues related to the challenge of balancing human needs and environmental stewardship in Canada. They will continue to develop their mapping skills, analysing print, digital, and interactive maps and using spatial technologies to investigate human interactions with the environment. 


The Grade 4 social studies expectations provide opportunities for students to explore a number of concepts connected to the citizenship education framework (see page 10), including beliefs and values, community, culture, power, relationships, and stewardship.


The following chart presents an overview of the Grade 4 social studies curriculum, and is meant to provide a starting point for planning instruction. For each overall expectation (listed in the first column), it identifies a related concept (or concepts) of social studies thinking and a big idea (see pages 14 and 13 for an explanation of big ideas and the concepts of disciplinary thinking and page 60 for definitions of the concepts of social studies thinking). General framing questions are provided for each strand to stimulate students’ curiosity and critical thinking and to heighten the relevance of what they are studying. These broad and often open-ended questions can be used to frame a set of expectations, a strand, or a cross-disciplinary unit. The final column suggests ways in which spatial skills can be introduced and/or developed at this grade level, and indicates specific expectations with which they can be used (see page 25 for a description of spatial skills).

Extended French, Grade 4

A. LISTENING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • A1. Listening to Understand: determine meaning in a variety of oral French texts, using a range of listening strategies; 
  • A2. Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences; 
  • A3. Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

B. SPEAKING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience; 
  • B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences; 
  • B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

C. READING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • C1. Reading Comprehension: determine meaning in a variety of French texts, using a range of reading comprehension strategies; 
  • C2. Purpose, Form, and Style: identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms; 
  • C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

D. WRITING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms; 
  • D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively; 
  • D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.




Core French, Grade 4

A. LISTENING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • A1. Listening to Understand: determine meaning in a variety of oral French texts, using a range of listening strategies; 
  • A2. Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences; 
  • A3. Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

B. SPEAKING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience; 
  • B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences; 
  • B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

C. READING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • C1. Reading Comprehension: determine meaning in a variety of French texts, using a range of reading comprehension strategies; 
  • C2. Purpose, Form, and Style: identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms; 
  • C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

D. WRITING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms; 
  • D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively; 
  • D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.


French Immersion, Grade 4

A. LISTENING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • A1. Listening to Understand: determine meaning in a variety of oral French texts, using appropriate listening strategies; 
  • A2. Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences; 
  • A3. Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

B. SPEAKING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience; 
  • B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes with diverse audiences; 
  • B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

C. READING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • C1. Reading Comprehension: determine meaning in a variety of French texts, using a few reading comprehension strategies; 
  • C2. Purpose, Form, and Style: identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms; 
  • C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

D. WRITING OVERALL EXPECTATIONS 

By the end of Grade 4, students will: 

  • D1. Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively; 
  • D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively; 
  • D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.



Mathematics, Grade 4

Grade 4 Mathematics focuses on promoting a positive math identity, well-being, and resilience in students. The curriculum encompasses various strands:

1. Social-Emotional Learning (SEL) Skills and the Mathematical Processes: Students apply SEL skills to support their use of mathematical processes across all strands.

2. Number: Students develop number sense, understanding numbers and their everyday applications. They use their knowledge of numbers and operations to solve real-life mathematical problems.

3. Algebra: Students explore patterns, relationships, variables, expressions, equalities, and inequalities. They also engage in coding and mathematical modeling to solve problems and gain insights into real-life situations.

4. Data: Students develop data literacy skills, managing, analyzing, and using data to make informed decisions and arguments. They also learn about probability, describing likelihood and making predictions.

5. Spatial Sense: Students enhance geometric and spatial reasoning skills by describing shapes, locations, movements, and making measurements in various contexts.

6. Financial Literacy: Students gain knowledge and skills to make informed financial decisions.

Throughout Grade 4, students build upon their foundational math skills and develop critical thinking, problem-solving, and mathematical modeling abilities. The integration of social-emotional learning supports their overall well-being and success as math learners.