Academic

Curriculum

Canadian education is highly regarded in the world. It is an outcomes-based system that ensures all students attain the required knowledge, skills and attitudes before graduation. Canadian education ensures that all subjects are taught by teachers trained by recognized universities and certified by a Board of Education. Our teachers maintain the same high standards that would be expected by the Provincial Ministry of Education in Canada. The educational programs and teaching methodologies are supported and reviewed by education officials from Canada.

CTiS partners with the Ministry of Education of New Brunswick to deliver quality, world-class curriculum to students in Bangladesh. New Brunswick is a culturally diverse and economically dynamic province in Atlantic Canada. Most teachers at CTiS are certified to teach in Canada, and are well-versed with not only the curriculum, but also the best education practices. The New Brunswick Ministry of Education ensures that all of its institutions provide a high standard of education and up-to-date programs, facilities, technology, staff, and resources. Our students will graduate with a fully recognized, transferable New Brunswick diploma that can gain them admission into universities and colleges in Canada, USA and around the world.

We offer a Pre-Kindergarten to Grade 12 program which is delivered in English, with graduating students receiving a High School Diploma from the Province of New Brunswick, Canada. Students can enter at any point during the school year provided equivalencies and achievement from previous education have been evaluated and there is space in the class.

2. PRE-KINDERGARTEN

Curriculum Overview

Welcome to Canadian Trillinium International School Pre-Kindergarten Program, a nurturing and creative learning environment which fosters a child’s natural desire to explore, discover, create, and become a lifelong learner.

CTiS does not pre-screen children for intelligence and aptitude for those entering our Pre- Kindergarten and Kindergarten levels. The reason behind this is that children in the early years, regardless of inherent abilities, will thrive in an environment that is both academically stimulating and emotionally nurturing. Modern pedagogical studies show that foreign language immersion during the early years helps young children increase their mental agility (mathematics), abstract thought and pattern recognition (language and physical science), and creativity (language and social sciences).

We start accepting students at the age of 3. Children entering Pre-Kindergarten must turn 3 years old they will be starting Pre-Kindergarten.

The harmonious development of your child is our goal. Our objective is to offer our students a way of life that meets their physiological, emotional, and intellectual needs. Our curriculum is organized in the areas described below; they are adapted to the age and the learning style of your child.

Living Together

Learning to live together is the student’s first experience. At school they share common spaces and activities such as organized play, board games, or project work. The sharing of responsibilities, listening to, and the respect of others are emphasized at all times.

Language Learning

The development of language skills is the primary aim. Our students regularly take part in activities to develop these skills, including:

Carrying out conversations with an adult or another student, describing simple facts for the youngest, more complicated events for the oldest,

Telling of distant or imaginary situations (tell news or a story),

Making language an object of interest with games of nursery rhymes, poems and songs,

Discovering the structures and functions of different types of texts using newspapers, posters, recipes, magazines, etc.,

Becoming aware of different phonemes with listening and cutting syllables games,

Noticing the relationship between oral and written words by learning and recognizing them in a text.

Functioning in the world

Movement is an essential element of your child’s development. During Physical Education sessions, he/she will develop skills, such as running, jumping, climbing, throwing and balancing. This will help him/her to become aware of time and space, judge distances and react to a signal in team games. He/she will also learn to express him/herself using his/her body, alone or with other children, through mime or choreography.

Discovering the world

Your child discovers the world around him/her a little more every day. He/she strives to know and respect his/her environment. We aim to teach our students never to stop observing, questioning and finding answers. We try to accomplish this through activities, in several domains including:

Objects: construction games, building and taking objects apart, creating projects,

Matter: discovering the properties of natural elements and materials,

The Living World: the human body as well as the main elements of life: birth, growth, movement, nutrition,

Natural and Human Spaces: discovery, observation and description of plants and animals, gardening, country, ocean, forest, rivers, roads, houses, recycling, noises and smells,

Hygiene: role of sleep, importance of good nutrition, main rules of hygiene, five senses, awareness of traffic rules, of dangerous objects and chemicals,

Time: days, months, years, seasons, use of a calendar. Imagine, Feel, Create

In school, our students develop sensitivity, imagination and creativity. We give them the means to engage in creative activities.

Learning Tools

While enriching their knowledge, our students acquire essential tools to develop their intelligence. It is in Pre- Kindergarten and Kindergarten that they start to use them methodically.

Hand-writing: by regular and appropriate exercises, our students learn at the youngest age to control the movement of their hand, to hold a pencil, to write more precisely.

Mathematics: classifications (classify using a given criterion), numeration (estimating quantities, instantaneous recognition of numbers, learning number rhymes, small additions and subtractions, ordering), geometry (open and closed figures, inside and outside, recognizing geometrical shapes) and organization of space (above /below, right /left, near/far, here/there).

Come and visit us during a regular school day to experience our program in action! Learn more about our program and what makes CTiS so unique.

Classroom

3. ELEMENTARY SCHOOL

Elementary school

KINDERGARTEN TO GRADE 5

In the elementary age group, emphasis is placed on educational experiences that develop a positive approach to learning. Purposeful and challenging experiences are designed around ideas, concepts and themes that are meaningful to students. Language Arts and Mathematics develop literacy and numeracy skills, and broad and balanced learning connections are developed through a variety of subjects. Students are required to write standardized assessments issued by the Canadian province of New Brunswick in both Mathematics and English at strategic points in their Elementary School years.

 Subjects

    1. English Language

    2. Mathematics

    3. Social Studies (Grades 3 – 5)

    4. Science (Grades 3 – 5)

    5. You and Your World (Grades K-2)

    6. Art

    7. Music

    8. Physical Education and Health

For further information, see the New Brunswick Department http://www.gnb.ca/0000/anglophone-e.asp of Education and Early Childhood Development curriculum development webpage.  http://www2.gnb.ca/content/gnb/en/departments/education.html

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4. MIDDLE SCHOOL

Middle School

GRADE SIX TO EIGHT

As students progress into middle school age, they experience rapid development, both mentally and physically. These are the “transition years”, as students begin their transformation from childhood to adulthood.

The core subjects are Mathematics, English, Social Studies, and Science, with a focus on understanding, communication, making connections and problem solving.

Students are also greatly expanding their interests at this point. There is, therefore, an increased emphasis on exposing students to a wider range of topics involving careers, understanding human relationships, technological applications, and life skills.

Students will be required to write standardized assessments in English Language Arts in grade 7, and Math in grade 8. These assessments are not used for promotional purposes; however, they do provide valuable information as to the students’ level of progress as compared to their New Brunswick counterparts.

Subjects

    1. English Language Arts

    2. Mathematics

    3. Science

    4. Social Studies

    5. Health

    6. Music/Art

    7. Physical Education

For further information, see the New Brunswick Department of Education and Early Childhood Development curriculum development webpage.http://www2.gnb.ca/content/gnb/en/departments/education.html

Classroom

5. HIGH SCHOOL

High School

GRADES NINE AND TEN

A common program of studies is followed in grades 9 and 10. Promotion from each of these grades is contingent upon success in both literacy and numeracy, and the recommendation of their team of teachers. 

Subjects

English Language Arts

Mathematics

Science

Social Studies

Music/Art

Physical Education and Health

Information Technology

 GRADES ELEVEN AND TWELVE

The final two years of high school focus on the acquisition of credits leading to a New Brunswick High School Diploma. Students can take 10 courses per year and must attain a minimum of 17 credits, 7 of which are compulsory. Students must always consider university entrance requirements when choosing optional courses. Many universities have specific requirements for the number of credits to be taken in science, math, grade 12, etc.

The list below outlines the configuration of the 17 credits required to graduate:

3 English (Grade 11 full year course [2 credits] and a grade 12 course)

1 Grade 11 Math

1 Grade 11 Modern History

1 Grade 11 Science (Biology, Chemistry, or Physics)

1 Fine Arts/Life Role Development

10 Optional courses among a variety of advanced math, science, and history courses

Students must also pass the English Language Proficiency Assessment

For further information, see the New Brunswick Department of Education and Early Childhood Development curriculum development webpage.  http://www2.gnb.ca/content/gnb/en/departments/education.html

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6. FACULTY

7. ACADEMIC CALENDAR

8. UNIVERSITY PLACEMENT

University Placement

Canada’s universities are becoming more and more prestigious on the world stage. Just recently, Ontario’s University of Toronto ranked 2nd in the world against 2500 other universities.

Canadian Trillinium International School is preparing its graduates for entry into some of the top-ranking universities around the world. Senior School students practice their critical thinking skills as they explore their post-secondary options. They are guided through the process by the university placement coordinator. During the fall semester of grade 11 and grade 12, students meet on a regular basis with the coordinator to set goals, discuss course selection, research post-secondary options and complete applications. Most students submit their applications by late December of the grade 12 year. The New Brunswick High School Diploma provides students eligibility to Canadian universities based on their high school transcripts.

Applicants who wish to apply for admission to colleges in the United States must study for and write SAT assessments in both Grades 11 and 12 (visit College Board for more information).

Students whose first language is not English and who plan to study at a post-secondary program in North America must study for and write the TOEFL (CAEL or IELTS) language assessment as part of the university admission process. Students who have attended high school for more than three or four years where English is the language of instruction may be exempt from writing these assessments for some universities. Students should meet with the university placement coordinator to discuss this. If not exempt, students should write one of these language assessments in both Grades 11 and 12.

Graduates of Canadian Trillinium School have had university placement offers from the following universities:

Canada:

University of Toronto, York University, University of Waterloo, Ryerson University, McGill University

United States:

University of California, Riverside; University of California, Los Angeles; University of California, Davis; University of California, Santa Cruz; Boston University; Seton Hall University; Long Island University

United Kingdom

London School of Economics; University College, London; King’s College, London; Queen Mary, University of London

Australia – University of Melbourne, University of New South Wales