Curriculum Grades 5 through 11 brief course description by subject

English French Ethics Arts Mathematics Science History POP Physed

English language arts cycle 3: Year 1 & 2

This program focuses on reading different types of materials (novels, short stories, poetry, newspapers...) to assess comprehension and analytical proficiency. The writing component consists of mastering skills such as narrative, descriptive, informative and persuasive writing, which includes journaling, letters, poems, and comparative essays. Grammar and vocabulary exercises will be practiced to enhance their writing skills.

English Secondary 1

The purpose of the English Language Arts program is to facilitate the student’s progress in reading, writing, listening and speaking skills, as a way of developing confidence in self-expression, the exchange of ideas with others, and respect for opinions that differ from their own. The students enjoy, share, and respond to literature: novels, short stories, poetry, plays. They develop vocabulary and writing skills, including grammar and punctuation, the crafting of metaphors and similies, and are afforded the opportunity to express themselves in narrative and descriptive writing, the friendly letter, and class presentations. Particular attention is given to the development of a sense of audience. They also familiarize themselves with the use of the dictionary and the internet. Creativity and imagination are consistently encouraged.

English Secondary 2

Students are assisted in the development of their skills in the four areas of the English Language Arts program. The respectful exchange of ideas and insights is always encouraged. They explore, discuss and reflect upon different literary genres: novels, short stories, poetry, plays. Vocabulary, writing skills, grammar and punctuation are strengthened. They are introduced to poetic structure, rhyme scheme, and alliteration. They express themselves in free-style and expository writing, and class presentations. They learn how to write notes and invitations. Practice in dictionary and interest use, and the thesaurus. Artistic expression is highly prized.

English Secondary 3

In the English Language Arts program, students continue to develop reading, writing, speaking and listening skills. They experience and respond to novels, short stories, poetry, and plays, gaining insight in the exchange of ideas with their peers. They focus on the development of persuasive writing skills; Practice is given in grammar, vocabulary, the use of reference materials, and bibliographies Dramatic and poetic form is studied. They learn how to write a business letter. Self expression and sentence-word crafting is encouraged. Students are expected to read independently four additional novels (one each quarter, and report on it).

English Secondary 4

The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.

English Secondary 5

Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.


The French second language program focuses on preparing students to communicate in the language in a variety of situations, meeting their personal, educational and social needs. It allows them entry into Quebec society and opens to them the rich cultural heritage of the Quebec nation. Students learn to use the French language in oral, written and visual expressions.


Le programme vise une connaissance fonctionnelle de la langue – la capacité d’interagir en français, tant oralement que par écrit avec différentes personnes. Les habiletés de communication développées permettent à l’élève de participer à la vie en français.

Students studying in Quebec are enriched by learning its official language. As the language of diplomacy, the ability to read, write, speak, and listen in French will open for them the cultural heritage of no less than twenty-eight countries of the world, and just as many states that embrace it as a second language. Familiarity with French will lead to twice as many global career and business opportunities, and allow them to benefit from the wider spectrum of friendships it will allow.


Le programme vise une connaissance fonctionnelle de la langue – la capacité d’interagir en français, tant oralement que par écrit avec différentes personnes. Les habiletés de communication développées permettent à l’élève de participer à la vie en français.

Students studying in Quebec are enriched by learning its official language. As the language of diplomacy, the ability to read, write, speak, and listen in French will open for them the cultural heritage of no less than twenty-eight countries of the world, and just as many states that embrace it as a second language. Familiarity with French will lead to twice as many global career and business opportunities, and allow them to benefit from the wider spectrum of friendships it will allow.


On oriente les étudiants vers une compétence plus diversifiée afin qu’ils puissent communiquer tant oralement que par écrit avec une certaine aisance en français dans diverses situations de communication liées aux besoins et aux intérêts des élèves.

Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.


Les étudiants practique leur compréhension de données relatives à des sujets variés. À partir des documents sonores variés sont capables d’identifier certains parametres de communication orale aussi bien que les formes écrites de la langue.

Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language.


À partir des documents sonores sur des sujets variés les étudiants peuvent démontrer leur compréhension. Ils peuvent produire des textes argumentatifs, et des lettres d’affaire. Le vocabulaire et la grammaire sont integrés dans ce programme.

Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program.


The purpose of ethics is to enable the student to explore issues concerning his/her relationship with family, friends, society and the world. This would concern issues such as respect; responsibility; and the questioning of humanity. Appreciating diversity within society, whether culturally or religiously will be deliberated. Students will be free to speak about celebrations and symbols of their family’s faith and why it is meaningful for them. Respect will be shown towards all, including those who do not follow any religious culture.


The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.

MUSIC Cycle 3: Year 1 and 2

This course celebrates the joy of song. Each student is given the opportunity to become a musician and performer. Their inhibitions are overcome through an understanding of song structure and composition. Students work to master the recorder, concluding with a basic understanding of musical notation and ensemble playing. They perform throughout the year. Along the way, the class will also look closely at the history and influences of popular music and its evolution.

VISUAL ART Cycle 3: Year 1 and 2

Students will have a hands-on experience with different art materials: pencils, pastels, paints, clay, various papers and other 3D materials. This will enable them to nurture and express their creativity as well as to have an appreciation and respect of the creativity of others.

MUSIC Secondary 1 - 5

The students will examine the roots and reasons of popular music. The classes will journey along the timeline of popular music from 1900 to the present. Included in this journey will be the investigation of each major genre of western music: ragtime, jazz, jump blues, country, etc. The impact of technology (electricity, media...) on music and popular culture will be addressed as well as the various influences diverse musical styles have had on each other. Where did it all come from and where is it going? Students enrolled in music will be required to participate and plan for both the Winter and Spring Concerts. They will also study basic music theory and notation, and compose music of their own.

VISUAL ARTS Secondary 1 – 5

This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.

DRAMA Secondary 4 - 5

The course aims at providing students with opportunities for performance and the exploration of theatrical concepts such as voice, movement, set design, and character study. This course will enable students to use dramatic language as a means to express, communicate, and create individually or in a group. Through improvisation techniques, stage-management and set design, the student will have a greater awareness of verbal and non-verbal communication.


This course introduces the student to Media Training: including radio, television and print. It examines the importance of non-verbal communication through body-language and personal appearance. Students are familiarized with Camera Teleprompters and trained in their proper use, using their own texts. They learn how to give “on the spot” interviews called “Streeters” in public. They examine how to research and write for television, and how actual video footage is shot. They attend a news/sports/entertainment event with a cameraman, gather visuals and interviews, and edit and prepare them into a TV story.


Phys Ed is to assist the student’s progress in developing a keen awareness of body movements and object manipulation. This is achieved through physical activity. Introductory and co-operative games and activities facilitate the acquisition of social and behavioral skills. Basic knowledge of health and fitness is discussed and studied.


The purpose of Physical / Health Education is to encourage the development of students through physical activity and promoting a knowledge of health and fitness. Students are introduced to a variety of individual and team sports, in which they will develop skills and experience proper conduct. Students also examine and discuss important aspects of a healthy lifestyle and how to promote fitness.


The development of students through physical activity, and health and fitness instruction is the focus of this course. Students engage in several individual and team sports, developing their skills and appreciation of good sportsmanship. They learn the requirements of different sports/activities. They also explore what is necessary for the maintenance and promotion of good health.


The promotion of physical fitness in one’s life is the general objective in this program. Students engage in various individual and team sports to facilitate the development of proper attitudes and sportsmanship. Participation and practice in physical activity outside of school is encouraged.


Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.


The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.

MATHEMATICS Cycle 3: Year 1 and 2

The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Basic math skills: addition, subtraction, multiplication, and division; fractions; decimals; measurement; geometry and graphing are reviewed and expanded. There is an emphasis on word problems, and the correct use of mathematical terms. Pre-algebra is introduced.


The course is divided into four main areas:

    Students will solve problems involving natural numbers, apply algorithms to integers, and solve problems involving rational numbers.

    Geometry: Students will apply their knowledge, working with transformations, straight lines, angles, triangles, and solving problems which involve quadrilaterals and polygons

    Statistics: Students will represent data in tables and graphs and will also interpret data.


    The emphasis of this new course is based on the global objectives of having the student establish links between new knowledge and the knowledge they already have, of increasing the students’ abilities to communicate their knowledge, of increasing the students’ abilities to problem solve, and to reason both inductively and deductively. Content includes graphs, algebra, proportional reasoning, percentages, geometry (transformations and polygons) and probability of outcomes and events.


    Concepts introduced in earlier mathematics courses are extended in this course. The arithmetic of natural numbers and integers is reviewed, and extended to the rational and real numbers. Scientific and interval notations are introduced. Algebra is further developed with an emphasis on relating the solution of equations and inequalities to real-life situations. A study of geometry concentrated on transformations, Pythagorean Theorem, area and volume is begun. The course concludes with a short study of statistics.


    Students will first complete the regular Grade 9 program, and then begin to work with topics from the Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations.



    This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. The following topics are covered: analyzing functions by using different modes of representation, transforming algebraic expressions into equivalent expressions, analyzing polynomial functions of a degree less than 3, solving problems in analytical geometry, using concepts of isometry, similarity and equivalency, trigonometric ratios, measures of position and gathering data.


    This course will help students learn to apply optimization techniques: solving problems using graphs, and systems of linear inequalities. They will develop their ability to analyse data related to statistics or probabilities, and solve problems of correlations. They will also analyze geometric situations, solving problems using the concept of distance, and probability in a geometric context.


    This course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems. They will then meet many different types of functions, namely: absolute value, step, square root, rational, exponential, logarithmic and trigonometric. The course expands geometric knowledge to include vectors and the relationship between measurements in circles and right triangles. Students will be given problems related to the ideas and concepts they study, followed by problems using their overall knowledge of geometry. The students will synthesize what they learnt in geometry while solving problems involving plane figures and solids. In this course, students will learn the various measures of dispersion focusing on the standard deviation and the Z-score, draw scatter plots and determine (linear) correlation coefficients.

    SCIENCE Cycle 3: Year 1 and 2

    Students will be involved in exploring information on the earth and space, the material world, the technological world, and the living world. Students will pursue information using different means: books, the internet, diagrams, graphs and experiments. Use of scientific language will be engaged, whether in written work or oral presentations. Students will participate in a Science Fair, which will give them experience in research, organizing data, and presenting and explaining their hypothesis to an audience.


    The course exposes students to a small group of topics in different branches of science: chemistry, physics, biology, and earth science, looking at how they are interrelated. Students are provided with opportunities to explore, investigate and learn by doing, both individually and in groups. Daily life applications are used throughout the curriculum, and the program is student centered with a heavy emphasis on hands-on activities. They learn how science and technology work together. They also examine how science affects the society in which they live. Students work on experimental and theoretical projects. They participate in the school science fair.


    Integrated Science in this second year continues the work previously begun. The students' use experimental problem solving to develop their understanding of science. They explore topics in chemistry, physics, biology, ecology and space. They also participate in the school science fair. Some of the topics covered in this course include waves, energy, chemical reactions, evolution and extinction, models of the universe, population growth, and environmental issues.


    During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.


    This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission.

    CHEMISTRY Secondary 5

    This course prepares students for post-secondary courses. It helps enhance their understanding of the nature of matter and energy, develop their interest in Chemistry, and prepare themselves for a career in science or technology. Students study: Gases, Energy and Chemical Reactions; Rates of Chemical Reactions; Equilibria in Chemical Reactions; Acids and Bases. They acquire knowledge, skills and attitudes through problem solving in each topic. Laboratory activities form a significant portion of this course. Students learn how to communicate the results of experimental research using correct language and format. The course also enhances their critical and analytical thinking skills.

    PHYSICS Secondary 5

    This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.

    SOCIAL STUDIES Cycle 3: Year 1 and 2

    This program consists of history, geography and citizenship , and will enable students to have a better understanding of their region, and their place in the world. The importance of involvement in the community in which they live is also examined. Past and present societies, including First Nations communities are focused upon. Students learn map skills, with particular attention to Quebec.


    The first year of the Secondary General History program focuses on the development of humans from prehistoric times to the end of the middle ages. The rise and fall of ancient civilizations are compared and analysed. The emergence of the middle ages is introduced and examined. Since history studies social phenomena, citizenship education is included as it should lead us to a better understanding of social phenomena in today’s complex society.

    GEOGRAPHY Secondary 1

    The program aims at helping students to understand the interaction of humans and their changing territories, using geographical and cartological language. They look at the various types of territories, how their cultures have affected them, and develop their awareness of global citizenship and possible solutions to world problems. This dynamic program involves research, discussion, and hands-on activities. Students look at the environment, quality-of-life issues, tourism and cultural issues and solutions. Urban, regional, agricultural, native and protected territories are examined.


    The course seeks to promote an appreciation and awareness of our human heritage. Beginning with a review of early societies, the course will focus on Rome and its demise, continuing with pre-modern history focused on Western culture and ending with the French Revolution. The use of primary source material and research projects will help the student in the use of tools for interpreting history.

    GEOGRAPHY Secondary 2

    Students continue to examine the way territories are affected by their people and culture. They examine territorial issues, possible solutions, and the requirements they make upon us as global citizens. They engage in research, discussions, and activities designed to awaken their awareness and sense of shared responsibility. A variety of territories are examined.


    The students work with time-lines, charts, maps, diagrams, written and illustrated documents. They learn to examine society from the viewpoint of history, interpret it, and come to a better understanding of their own citizenship. First occupants, New France, British Colonialism, Canadian Federation, the Modernization of Quebec society – all in relation to historical context.


    The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.



    Career Planning for Secondary IV and Secondary V

    The general objectives of the Career Choice Education describe modes of behaviour that cover the decision-making process. Because the educational goals refer to behaviours that are sequential and cumulative in the vocational development process, and also because this development program includes all levels, from Secondary I to V, each of the general objectives is set at one or the other level of secondary school. They become, then, the general objectives of a level. Consequently, the pupil will be led :

    * in Secondary I and II, to Explore the various components of his personal identity and the various aspects of his academic and occupational environment in order to further his vocational development.

    * in Secondary III, to Crystallize in the formulation of a general orientation the multiple elements of knowledge discovered during the exploration phase.

    * in SecondaryIV, to Specify his vocational preferences and to make plans that take into account what he wants and what he can do.

    *in Secondary V, to begin the Implementation of the decisions taken earlier by anticipating all the stages in the realization of his educational and career choices.

7475 Rue Sherbrooke Ouest, Montreal QC H4B 1S3
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CPI welcomes all parents to enroll their children in grade 5 through grade 11. Summer school commences in July & the school year commences in September.