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Primary School syllabus PDF Print E-mail


Green Hills Primary School strives to offer our students the best academic program available in the country. To this end, we are constantly evaluating our progress and the students’ results in order to be sure that we are always improving our efforts and endowing our students with a lifelong love of learning. To help facilitate this, in January of 2010, we introduced the Singapore Math Program, which is renowned as one of the most effective in the world. In addition, over the past few years we have introduced the Journeys Program by Houghton Mifflin company. The Journeys Program is a world renowned program, known for its strong vocabulary building, detailed differentiation in order to meet the needs of all students, as well as an organized and logical sequencing for teaching English, whether to English native speakers or English Language Learners. Finally, we have also been continuing our 50/50 English immersion program for Francophone students. Some other highlights of our school programs and activities include:




The English program in the Primary School focuses on developmentally appropriate language learning for each child. Through a variety of different means, students are introduced to and taught practical application of proper grammar, spelling, reading and writing techniques, and the use of oral language. In each grade, students learn through the use of literature from around the world, poetry, stories and fabler, while learning how to write their own.

Some of the programs being used are the Scholastic Guided Reading Program; Kathy Janske’s word Burneys, the Journey's Program and our daily Sustained Silent reading Time.

In 2011, Green Hills Academy began the Journey's English Program in grades 1 to 4.  In 2012, grades 5 and 6 also began to use the Houghton Mifflin Journey's Program.  This program is world-renowned for its research-based instructional strategies, well-organized and logical sequencing of teaching English Language Arts, as well as its exceptional differentiation towards all learners.  The Houghton Mifflin Harcourt Journeys is a comprehensive K–6 reading/language arts program that is designed to meet the full range of Standards. Journeys features an explicit, systematic instructional design that is based on the research and best practices of its program authors, such as Irene Fountas, Shane Templeton, Jack Pikulski, David Chard, J. David Cooper and Sheila Valencia, and uses a wide range of print and digital texts and activities to support and engage students at school, and at home.

Sustained Silent Reading:

Currently, we are focusing heavily on the English and French Language Arts programs, with specific emphasis on reading and writing. To facilitate this, all students and teachers participate in daily sustained silent reading for a minimum of 15 minutes per day. We also engage in buddy reading, matching older classes with younger to not only promote the reading culture, but also to build camaraderie and school spirit among students.



2.Le programme de Français première langue à Green Hills Academy

L’étude du ‘’Français Première Langue’’ à Green Hills Academy est proposée  à travers des manuels nouvellement édités en fonction du nouveau programme français. La particularité de ces manuels est qu’ils présentent à l’élève l’étude de la langue française sous un jour nouveau à travers la littérature qui permet ensuite à l’étudiant d’acquérir des compétences compréhensives, analytiques, lexicales et grammaticales.  Plusieurs opportunités de composer, de comparer, d’analyser, de résumer et d’exposer lui sont offertes à travers des documentaires d’actualités attrayantes et intéressantes ou l’élève retrouve plusieurs aspects liés aux réalités du monde actuel.

3.Le Français Seconde Langue

L’enseignement du français langue étrangère ‘’FLE ‘’ proposé en section ‘’Anglophone ‘’ s’appuie sur les manuels ‘Alex et Zoé’, ces derniers étant regroupés en 3 niveaux : débutants, intermédiaires et avancés.  Ces livres et C.D entrainent les élèves à écouter, à imiter les voix, les intonations et les sonorités ; à s’exprimer et à parler d’eux-mêmes ; ils suscitent leur participation active, ouvrent leurs esprit sur les réalités de la culture et la civilisation française. Ils les entrainent à comprendre un message, écrit et aussi à communiquer d’une certaine manière par écrit afin de garder une trace écrite des éléments langagiers acquis. Ce programme encourage enfin les élèves à faire régulièrement le point sur leurs connaissances et à s’auto-évaluer.

The French Second Language Program is designed for students whose first language is not French.  The program is supported by the Alex and Zoe method, which is designed to support differentiation for introductory, intermediate and advanced levels.  Students are provided with the opportunity to read, write and communicate using the French language through a variety of tools and methods.  Books and cds train students to work on listening and understanding the french language, as well as to work on fluency and intonation as they practice their oral skills through active participation.  In addition students learn about the French culture and civiliazation as we become active global citizens with acceptance and understanding of different cultures and races.


4.Mathematics framework

This shows the key principles of an effective mathematics program applicable to all levels. It sets the direction for the teaching, learning and assessment of mathematics.

- Maths (Singapore math)

Focuses on mathematical problem solving and it emphasizes conceptual understanding, skills proficiency, learning process skills, metacognition and the development of a positive attitude towards mathematics. The Model Method and its ubiquitous bar diagrams are perhaps the most recognized features of the Singapore Mathematics program.

- Crack en math

Le programme de math à GHA dans la section d’immersion partielle (50/50) est enseigné à travers le découpage de la collection « cracks en maths » qui se fait selon une logique de compétences et non pas selon une logique de matière, de contenu. On ne peut plus parler d’acquisition de contenus à l’école sans évoquer les compétences au sein desquelles ces contenus sont mobilisés. L’important n’est plus seulement de s’interroger sur ce que l’apprenant sait, voir même ce qu’il sait faire, mais de se préoccuper  aussi et surtout des situations dans lesquelles il va être amené à utiliser son « savoir » (notion de transfert).
Ce programme évoque donc :
Les compétences transversales (surtout dans la résolution de problèmes) :
Analyser et comprendre ;
Résoudre, raisonner et argumenter ;
Appliquer et généraliser
Structurer et synthétiser
Les compétences disciplinaires qui sont autant d’objectifs de contenus ont été  introduits dans le programme afin d’opérationnaliser le lien entre les compétence transversales et les compétences disciplinaires.
La collection propose un découpage de la compétence d’intégration en fonction de la matière (1ere, 3e, 5e années) et un découpage selon une logique de résolution (2e, 4e, et 6e années).


Science encourages pupils to learn actively and attempts to develop habits of the mind and attitudes necessary for constructive scientific inquiry. It helps pupils grasp science concepts and acquire thinking skills and processes through the use of: everyday experiences and contexts that pupils can relate to; clear and informative text accompanied by annotated diagrams to facilitate understanding; interesting facts and topic-related activities to stimulate interest in science; thought-provoking questions to encourage critical thinking and analysis; and information technology.


 6.Physical Education (PE):

Physical Education (PE) involves human movement in relation to the physical environment. Through movement, students develop personally, socially and emotionally as well as physically. There is an increasing awareness of the importance of providing children and youth with opportunities to participate in physical activities. An effective physical education program provides opportunities for all students to develop the knowledge and skills to participate regularly and safely in a variety of physical activities. Participation in a variety of physical activities helps students develop and refine: non-locomotor movement skills, locomotor movement skills, and manipulative movement skills.  Some of the goals of the PE program include: providing students with opportunities to participate daily in a variety of physical activities; having students develop age-appropriate knowledge and skills for participating productively, as well as safety,and responsibility in a range of physical activities. Students will develop the knowledge, skills, and attitudes that enable them to attain and maintain a healthy, active lifestyle. Students will develop an understanding of the value of a healthy, active lifestyle while developing concepts of fair play, leadership and safety.

7.Social studies

This is viewed as the study of people in relation to their past, present and future, their environment and their society. The subject encourages curiosity and develops an awareness of the dynamic society. The program helps students to understand that other people, with their differences can also be right, therefore reducing prejudice and discrimination. The content is handled in concentric rings starting with specific local knowledge to international aspects. 


8. Computers

In order to facilitate computer technology and information services, we have a primary computer lab with access to internet connection. Our computer classes are designed to help students understand the basics of computer technology and information services, catering to each grade level’s needs and skill sets. Students are learning correct techniques for typing, as well as research and basic design skills. We have an excellent computer teacher who is very skilled at motivational techniques, and thus computer class is one of our most popular times.


9.Traditional Dance

Traditional Dancing is a subject in which all grades 1 through 4 students participate in.  For our grades 5 and 6 students, Traditional Dancing is an options class.  Students begin to use personal experience, imagination, and familiar movements to develop a movement vocabulary, to respond to prompts and express ideas, and to communicate their thoughts and feelings in various situations. Through modeling and guided movement students begin to travel through pathways, use gesture to communicate feelings, and explore a range of levels, shapes, and locomotor and non-locomotor movements. Students also develop their ability to move and control their bodies in space and time and begin to create short dance pieces using the elements of dance.


10. Art

The Art program at Green Hills is an amazing introduction into the world of art. Combining training in art techniques and styles, the students engage in a variety of drawing, painting, printmaking, and sculpting activities and are introduced to and learn to use a variety of art tools, materials, and techniques. They learn about some of the elements and principles of design and begin to describe how the elements are used by artists. They generate and develop visual ideas, using imagination, observation, and experiments with materials. And they apply their knowledge of design elements and principles to create works of art that tell stories and express thoughts, feelings, and insights. Student artwork is displayed prominently around the school and the results are amazing!



Students in Grades 5 and 6 are given a chance to choose from a range of activities (two options,) per year. These activities are organized in order to provide a chance for talent development and they include; computers, art, music/choir, traditional dance (Rwanda) drama, debate, karate.



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