Gr6curric RBC Curriculum Draft Document For Grade 6eq

For ease of reference, this Grade 6 Curriculum Package compiles all Prescribed Learning
Outcomes and Suggested Achievement Indicators from within each subject-based Integrated
Resource Package (IRP) into one comprehensive document.

www.bced.gov.bc.ca/irp
GRADE6
CurriculumPackage
(September2010)
TABLEOFCONTENTS
Forthecompletecurriculumgotowww.bced.gov.bc.ca/irp/irp.htm 3
TABLEOFCONTENTS
INTRODUCTION
Introduction........................................................................................................................................................ 5
RequiredAreasofStudy..................................................................................................................... 5
HowtoUsethisDocument................................................................................................................ 5
GRADE6PRESCRIBEDLEARNINGOUTCOMESANDSUGGESTEDACHIEVEMENTINDICATORS
EnglishLanguageArts.............................................................................................................................. 7
ArtsEducation........................................................................................................................................... 27
Dance............................................................................................................................................ 27
Drama........................................................................................................................................... 35
Music............................................................................................................................................ 39
VisualArts................................................................................................................................... 45
HealthandCareerEducation................................................................................................................. 51
Mathematics.............................................................................................................................................. 57
PhysicalEducation.................................................................................................................................. 67
Science........................................................................................................................................................ 73
SocialStudies............................................................................................................................................ 77
DailyPhysicalActivity............................................................................................................................ 85
INTRODUCTION
hisdocumentprovidesbasicinformation
abouttheprovincialcurriculum
requirementsforGrade6studentsin
BritishColumbia.Thefulltextofallprovincially
prescribedcurriculaisavailableonlineat
www.bced.gov.bc.ca/irp/irp.htm
REQUIREDAREASOFSTUDY
AsstatedintheRequiredAreasofStudyInAn
EducationalProgramOrder
(www.bced.gov.bc.ca/legislation/schoollaw/e/m29
595.pdf)eachschoolyearaboardmustoffertoall
studentsinGrade6aneducationalprogramthat
meetsallthePrescribedLearningOutcomesset
outintheapplicableeducationalprogramguidein

EnglishLanguageArts,orinthecaseofa
studentenrolledinafrancophoneeducational
program,FrenchLanguageArts
SocialStudies
Asecondlanguage,orinthecaseofaFrench
Immersionstudent,FrenchLanguageArts
(Note:inordertosatisfytheGrade6Second
Languagerequirement,schoolsmaychooseto
offeranylanguage.Alistofoptionsisavailable
ontheMinistryofEducationInternational
LanguagesCurriculumwebpage:
http://www.bced.gov.bc.ca/irp/irp_lang.htm)
Mathematics
Science
PhysicalEducation
ArtsEducation:Dance,Drama,Music
andVisualArts
HealthandCareerEducation
DailyPhysicalActivity
HOWTOUSETHISDOCUMENT
ForeachrequiredareaofstudyforGrade6,the
PrescribedLearningOutcomesandcorresponding
SuggestedAchievementIndicatorsarepresented
inaseriesoftables.
PrescribedLearningOutcomes
PrescribedLearningOutcomesarecontentstandards
fortheprovincialeducationsystem;theyarethe
prescribedcurriculum.Clearlystatedand
expressedinmeasurableandobservableterms,
prescribedlearningoutcomessetouttherequired
attitudes,skills,andknowledgewhatstudents
areexpectedtoknowandbeabletodobythe
endofthespecifiedsubjectandgrade.
Schoolsareresponsibleforensuringthatall
PrescribedLearningOutcomesforeachrequired
areaofstudyaremet;however,schoolshave
flexibilityindetermininghowdeliveryofthe
curriculumcanbesttakeplace.
Itisexpectedthatstudentachievementwillvary
inrelationtothelearningoutcomes.Evaluation,
reporting,andstudentplacementwithrespectto
theseoutcomesaredependentontheprofessional
judgmentandexperienceofteachers,guidedby
provincialpolicy.
Allprescribedlearningoutcomescompletethe
stem,Itisexpectedthatstudentswill.
PrescribedLearningOutcomesarepresentedby
curriculumorganizer(andsuborganizeras
applicable),andforsomesubjectsarecoded
alphanumericallyforeaseofreference;however,
thisarrangementisnotintendedtoimplya
requiredinstructionalsequence.
6 Forthecompletecurriculumgotowww.bced.gov.bc.ca/irp/irp.htm
INTRODUCTION
SuggestedAchievementIndicators
SuggestedAchievementIndicatorsinrelationto
eachPrescribedLearningOutcomeareincludedto
supporttheassessmentofprovinciallyprescribed
curricula.
Achievementindicatorssupporttheprinciplesof
assessmentforlearning,assessmentaslearning,
andassessmentoflearning.Theyprovideteachers
andparentswithtoolsthatcanbeusedtoreflect
onwhatstudentsarelearning,aswellasprovide
studentswithameansofselfassessmentand
waysofdefininghowtheycanimprovetheirown
achievement.
SuggestedAchievementIndicatorsdescribewhat
evidencetolookfortodeterminewhetherornot
thestudenthasfullymettheintentofthelearning
outcome.Sinceeachachievementindicator
presentsonlyoneaspectofthecorresponding
learningoutcome,theentiresetofachievement
indicatorscanassistteacherswhendetermining
whetherstudentshavefullymetthelearning
outcome.
Achievementindicatorsarenotmandatory;they
aresuggestionsonly,providedtoassistinthe
assessmentofhowwellstudentsachievethe
PrescribedLearningOutcomes.
ENGLISHLANGUAGEARTSGRADE6
PrescribedLearningOutcomesand
ORALLANGUAGE(Purposes)
PrescribedLearningOutcomes SuggestedAchievementIndicators
Itisexpectedthatstudentswill:
Thefollowingsuggestedindicatorsmaybeusedtoassessstudent
achievementforeachcorrespondingPrescribedLearningOutcome.By
theendofGrade6,studentswhohavefullymetthePrescribedLearning
Outcomeareableto:
A1 usespeakingandlisteningto
interactwithothersforthe
purposesof
contributingtogroupsuccess
discussingandcomparing
ideasandopinions(e.g.,
debating)
improvinganddeepening
comprehension
discussingconcernsand
resolvingproblems
completingavarietyoftasks
shareideasrelevanttoclassactivitiesanddiscussions(e.g.,
teacherorstudentselectedpairsorsmallgroups,wholeclass
brainstorming,literaturecircles,andbookclubs)
speakandlisteninpartner,smallgroup,andwholeclass
discussiontoaccomplishasubstantivetask(e.g.,suggesta
planofactionforastudentcouncil,presentamocktrialofa
historicalfigure,taketurnsinastructureddebate)
shareideasinstructureddiscussionsanddialoguestoexplore
issues,varyingviewpoints,andconflicts
askquestionstosustainandextendinteractions
listentoclassmatesandotherswithoutinterrupting,speak
respectfullytoothers,anduselanguageandtone
appropriatelywhendisagreeing
offerideasandexperiencesthatbuildontheideasofothers
speakandlistentorespondtoothersneeds,feelings,and
reactions,takingintoaccountverbalandnonverbalcues
(e.g.,tone,inflection,bodylanguage,facialexpression)
synthesizeviewpointsofothers,anddiscussoptionsto
resolveanyoutstandingdifferences
A2 usespeakingtoexplore,express,
andpresentarangeofideas,
information,andfeelingsfor
differentpurposesand
audiences,by
usingpriorknowledgeand/or
othersourcesofevidence
stayingontopicinfocussed
discussions
presentinginaclear,focussed,
organized,andeffective
manner
explainingandeffectively
supportingaviewpoint
identifypurpose(e.g.,toexploreideas,entertain,investigate)
andaudience(e.g.,youngergrade,buddy,class,guest)for
speakingandpresenting
present/discussintheirownwordsinformationthatis
accurate,statesatopic,followsanorganizationalstructure,
andincludesspecificandrelevantexamplesanddetails(e.g.,
resultsofascientificexperiment,recreationofanhistorical
event)
explaintheirownviewpointsandgivereasons,andif
applicable,supportjudgmentsthroughreferencestoatext
andpriorknowledge,orothersourcesofevidence
emphasizekeypointswithdetailedevidenceandmediaor
visualaids,ifapplicable
usevocabularyappropriatetotopicandaudience(e.g.,
contentsspecificwordssuchasglobalwarming)
usetone,volume,pacing,phrasing,andgesturestoengage
audienceandenhancemeaning
usespeakingtoexploreandrefinetheirownideasand
opinions,andbegintorespondtotheideasofothers(e.g.,
Johnsaidtheartistusedlotsofgreeninthepainting.Iagree,
andthinkitisbecause)
A3 listenpurposefullytounderstand
andanalyseideasand
information,by
summarizingandsynthesizing
generatingquestions
visualizingandsharing
makinginferencesand
drawingconclusions
interpretingthespeakers
verbalandnonverbal
messages,purposes,and
perspectives
analysing
ignoringdistractions
identifyandstateapurposeforlistening
summarizeandsynthesizefactsandsupportingdetails,and
differentiatebetweenmainideasandsupportingdetails
askquestionstoclarifyorprovidefurtherunderstandingon
thetopic
identifyanauthororspeakersviewpointandpurpose,and
identifydetailsthatwereprovidedtosupporttheviewpoint
followoralinstructionsanddemonstrationstocompleteatask
demonstrateattentivelisteninginnonverbalways(e.g.,take
notes,sketchordiagramkeyideas,nodtoshowagreement,
usefacialexpressions)
attendtospeakerwithoutdistractingorinterrupting(e.g.,
raisehandtoaskquestionsormakecomments,waitturnto
speak,recordquestionstoaskatanappropriatetime)
respondappropriatelytoverbalandnonverbalcues
ORALLANGUAGE(Strategies)
achievementforeachcorrespondingPrescribedLearningOutcome.By
theendofGrade6,studentswhohavefullymetthePrescribedLearning
Outcomeareableto:
A4 selectandusestrategies
wheninteractingwithothers,
including
accessingpriorknowledge
makingandsharing
connections
askingquestionsfor
clarificationand
understanding
takingturnsasspeakerand
listener
paraphrasingtoclarify
meaning
refertorelevanttextstheyhavereadorheard,orcontribute
relevantexperiencestothetopicortask
connectandrelatepriorexperiences,insights,andideasto
thoseofaspeaker
makeconnectionstopersonalandsharedideasand
experiencesbytalkinginpairsorsmallgroups
askthoughtfulquestionsandrespondtoquestionswith
appropriateelaboration
balanceroleofselfasspeakerandlistenerandfollowtherules
ofconversation
explainandshowunderstandingofotherviewpoints
A5 selectandusestrategieswhen
expressingandpresentingideas,
information,andfeelings,
including
settingapurpose
generatingideas
makingandsharing
connections
askingquestionstoclarifyand
confirmmeaning
organizinginformation
practisingdelivery
selfmonitoringandself
correctinginresponseto
feedback
identifytopic,audience,andpurposeforspecificoral
presentations(e.g.,toinformclassmates,topersuadean
audienceofadults)
discusswhattheyalreadyknowaboutthetopicandwhatthe
audienceneedstoknow
askand/oranswerquestionstofocusthetopic,paraphrase
ideas,clarifyunderstanding,oridentifytheneedforfurther
information
selectafocus,anorganizationalstructure,andaviewpoint,
matchingthepurpose,message,andoccasion
emphasizekeypointstoassistthelistenerinfollowingthe
mainideasandconcepts
practisewithpeersupport,askforfeedback,andincorporate
suggestions
adjustvolume,tone,intonation,pace,andgesturebasedon
verbalandnonverbalfeedbackfromtheaudience
useappropriatestrategiesformakingconnectionswiththe
audience(e.g.,positionthemselvessootherscanseeandhear,
usebodylanguagesuchassmilingormakingeyecontact)
A6 selectandusestrategieswhen
listeningtomakeandclarify
meaning,including
makingpredictionsabout
contentbeforelistening
focussingonthespeaker
listeningforspecifics
generatingquestions
recalling,summarizing,and
synthesizing
drawinginferencesand
conclusions
distinguishingbetweenfact
andopinion
visualizing
monitoringcomprehension
usepriorknowledgeandunderstanding(e.g.,ofthetopic,of
genre)tomakereasonablepredictions
generatefocusquestionsbeforelistening
focusonaparticularaspectofapresentation(e.g.,beattentive
foranswerstofocusquestions,listenforpoeticorliterary
devices)
askquestionstoclarifywheninformationisnotmakingsense
identifyandsummarizemainideasandsupportingdetails
identifykeywordsandphrasestofocuslistening(e.g.,
organizingtermssuchasfirst,lateron,inconclusion;
outlineofkeypoints)
identifythetone,mood,andemotionconveyedintheoral
communication
useanincreasedrepertoireoftechniquestoaidin
rememberingthingstoldorpresented(e.g.,makenotes,
sketch,connectwithapersonalexperienceorotherknown
idea,visualize)
recognizeemotionalandlogicalarguments
makementalimagestoclarifyanddeepenmeaningandto
stimulateconnections
ORALLANGUAGE(Thinking)
Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement
foreachcorrespondingPrescribedLearningOutcome.
StudentswhohavefullymetthePrescribedLearningOutcomeareable
to:
A7 demonstrateenhanced
vocabularyknowledgeand
usage
useexpandingvocabularyinownspeech,including
vocabularyrelatedtospecificsubjectareas
usenewvocabularyintroducedintextsandclassdiscussions
useincreasinglydescriptiveandpowerfulwords
uselanguagetojustifyanddefendpositionsandviewpoints
selectpurposefulandpreciselanguage
respond,explain,andprovide
supportingevidencefortheir
connectionstotexts
understandandrespondtoliteraryandcreativeworks(e.g.,
agreewithinterestingpropositions,providealternative
viewpoints,becomeintriguedbyunsolvedmystery,suggest
solutiontoconflict)
expressapersonalviewpointwithsupportingdetailsand
recognizethatitmaydifferfromthatofothers;defend
personalviewpointwhilemaintainingrespectforthe
viewpointsofothers
makemeaningfulconnectionsbetweennewinformationand
ideasandtheirpriorknowledgeandbeliefsaboutthetopic
connectthemes,characters,andplotinliteraturewiththeir
ownexperiencesorotherliterature
buildonothersideas(e.g.,expandonandacknowledgethe
ideasofothersduringbrainstorming)
improveandextendthinking,by
questioningandspeculating
acquiringnewideas
analysingandevaluatingideas
developingexplanations
consideringalternative
viewpoints
problemsolving
identifylogicalconnectionsbetweennewinformationand
ideasandextendownthinkingbuiltonthatlogic
presentanewidea,anddefendthevalidityoftheideawith
reasonsorevidence
identifyapersonalviewpointontheinformationandideas
presented,andarticulateanalternativeviewpoint
explainthelogicofanargumentinanoraltext(e.g.,debate)
andevaluatethesupportingevidence
makereasoneddecisionsbasedonvalidevidence
withsupport,developandapplycriteriaforassessingthe
valueofideasandinformation(e.g.,logicalsoundness,source
ofideasandinformation,congruencewithpriorknowledge)
identifyaspeakersuseofvariouswordstoinfluencethe
audiencesfeelingsandattitudes
questionandspeculateonpossibilitiesregardingtheideas
andinformationpresented
askandanswercriticalquestionsaboutanadvertisement(e.g.,
Whoisthetargetaudienceforthisad?Howdoyouknow?)
A10 reflectonandassesstheir
speakingandlistening,by
referringtoclassgenerated
criteria
consideringandincorporating
peerandadultfeedback
settinggoalsandcreatinga
planforimprovement
takingstepstowardachieving
goals
describethequalitiesofagoodlistener/speakerandidentify
thosethattheydemonstrate
identifystrengthsandareasforimprovement(e.g.,Ipay
closeattentiontothespeaker,butindiscussions,whenIam
excitedaboutanidea,Iinterrupt.)
usingclassgeneratedcriteria,reflectonprogresstoward
meetinggoals,stateachievablegoalsforfuturespeakingand
listeningexperiences(e.g.,Iwillusevocalexpression,I
willputmyideasinlogicalorder.)
usethinkaloudstoselfassess
discussapresentationssuccessinaccomplishingitsgoal(e.g.,
toinformtheaudience,topersuadetoaviewpoint,tosella
product)
modifytheirpresentationsthroughanalysisofthefeedback
fromaudiences
ORALLANGUAGE(Features)
BytheendofGrade6,studentswhohavefullymetthePrescribed
LearningOutcomeareableto:
A11 recognizeandapplythefeatures
oforallanguagetoconveyand
derivemeaning,including
context(e.g.,audience,
purpose,situation)
textstructure
avarietyofsentencelengths,
structures,andtypes
smoothtransitionsand
connectingwords
syntax(i.e.,grammarand
usage)
diction
nonverbalcommunication
receptivelisteningposture
selectoridentifyappropriateregister(e.g.,formal,informal)
establishandsustainasenseofbeginning,middle,andend
(e.g.,stayontopic,sequenceideasinmeaningfulways,
concludepurposefully)
expressideasusingavarietyofsentencetypesandlengthsto
enhanceaudienceengagement(e.g.,usesimple,compound,
complex,andcompoundcomplexsentences;useeffective
coordinationandsubordinationofideastoexpresscomplete
thoughts)
useavarietyofconnectingwordsandtransitionstolinkideas
inspeech(e.g.,inaddition,asaresult)
recognizeawkwardphrasinginspeaking(e.g.,selfcorrectby
restatinginoneormoreways)
usenounpronounagreementandsubjectverbagreement
useappropriatevolume,tone,intonation,pace,expression,
andgesture
maintainanappropriatelisteningposture,includingfocussing
onthespeaker
A12 recognizethestructuresand
patternsoflanguageinoraltexts,
including
literarydevices
sounddevices
structuralsequencingcues
idiomaticexpressions
recognizeanduseliterarydevices(e.g.,hyperbole)
reproducetherhythmicpatternwhenrecitingapoemorchant
witharegularmetre
recognizeandcreatesounddevices(e.g.,onomatopoeia)
identifylanguagepatternsheardinapoem(e.g.,rhyme
scheme,alliteration,repetition)
identifyandusestructuralsequencingcues(e.g.,most
importantly,since)
demonstratefamiliaritywiththeuniquecharacteristicsof
differentorallanguageformats(e.g.,debate,interview
response)
understandidiomaticexpressionsandusethemtoenhance
speakingand/orwriting
READINGANDVIEWING(Purposes)
achievementforeachcorrespondingPrescribedLearningOutcome.For
furtherinformation,seetheBCPerformanceStandardsforReading.
B1 readfluentlyanddemonstrate
comprehensionofarangeof
gradeappropriateliterarytexts,
featuringvarietyinthemeand
writingtechniques,including
storiesfromAboriginaland
othercultures
literaturefromCanadaand
othercountries
shortstoriesandnovels
exposingstudentsto
unfamiliarcontexts
shortplaysthatare
straightforwardinformand
content
poetryinavarietyofforms
readgradeappropriateliterarytextsindependentlyand
collectively(e.g.,choralreading,readerstheatre),with
accuracy,comprehension,andfluency,includingexpression
andphrasing
demonstratecomprehensionbymakingconnections(textto
text,texttoself,andtexttoworld)
generateandrespondthoughtfullytocomprehension
activities(orallyandinwriting),providingdetailsand
supportfromthetextfortheirreactionsandopinions
makeandjustifylogicalpredictions,inferences,and
interpretationsaboutthetextandabouteventsbeyondthe
story
drawcomparisonsamongtextsandamonggenres
demonstratecomprehensionbysketchingoractingoutthe
text
questiontheauthorsviewpoint,position,orpurpose(i.e.,
criticalliteracy)
explainthesignificantimagesanduseofpoeticlanguageand
simpleliterarydevices(e.g.,simile,metaphor,alliteration)
usetextfeaturestosupportmeaningwhenreadingaloud
(e.g.,dialogue,punctuation,andphrasing)
B2 readfluentlyanddemonstrate
comprehensionofgrade
appropriateinformationtexts,
withsomespecializedlanguage,
including
nonfictionbooks
textbooksandother
instructionalmaterials
visualorgraphicmaterials
reportsandarticlesfrom
magazinesandjournals
referencematerial
appropriatewebsites
instructionsandprocedures
advertisingandpromotional
materials
readgradeappropriateinformationtextsindependentlyand
collectively,withaccuracy,comprehension,andfluency,
includingexpressionandphrasing
useavarietyofprintandelectronicreferencesources(e.g.,
dictionaries,thesaurus,websites)
locatespecificrelevantdetailsthroughtheuseoftext
features(e.g.,glossaries,tablesofcontents,unitsummaries,
indices,appendices,navigationbars,searchengines)
identifymaintopicsaddressedinaselection,anddistinguish
betweenmainideasandrelateddetails
makeorganizednotesonatopicbycreatingrelevant
categoriesthatreflectthemainideasortopics
makeinferencesorinterpretationsbasedonevidencefromthe
text
generatequestionsthatmaybeansweredthroughfurther
readingonthetopic
questiontheauthorsviewpoint,position,orpurpose(i.e.,
criticalliteracy)
developskillindiscriminatingbetweenfactandopinion
extractaccurateandimportantinformationfromtextandtext
features,includingspecificdetailsfromgraphics
B3 readandrereadjustrighttexts
independentlyfor30minutes
dailyforenjoymentandto
increasefluencyand
comprehension
chooseajustrighttextontheirown
readandrereadindependentlyforasustainedperioddaily
(e.g.,30minutes)
showengagementinreading
B4 demonstratecomprehensionof
visualtextswithspecialized
features(e.g.,visualcomponents
ofmediasuchasmagazines,
newspapers,websites,comic
books,broadcastmedia,videos,
advertising,andpromotional
materials)
suggestpossiblepurposesofvisualtextsandofferreasonable
interpretations(e.g.,toinform,entertain,persuade)
determinewhoisservedbytheseimages(i.e.,criticalliteracy)
makeinferences(e.g.,aboutwhathappenedbefore/aftera
picture,aboutfeelingsofpeopleinphotographs,about
materialthatisunseenorimplicit)
identifybasicvisualtechniques(e.g.,choiceofcolourpalette,
viewpointselection)anddeterminehowthesetechniquesand
thecontentaffecttheaudiencesreaction
READINGANDVIEWING(Strategies)
foreachcorrespondingPrescribedLearningOutcome.Forfurther
information,seetheBCPerformanceStandardsforReading.
B5 selectandusestrategies
beforereadingandviewing
todevelopunderstandingof
text,including
settingapurposeand
consideringpersonalreading
goals
accessingpriorknowledgeto
makeconnections
makingpredictions
askingquestions
previewingtexts
writedownand/orsharewhattheyalreadyknowabouta
topicoridea(e.g.,carouselbrainstorming)
makelogicalpredictionsaboutcontent,basedonprior
knowledgeandunderstandingofgenreandauthor
generateaquestion(s)toguidereadingandviewing
describeandusetextfeatures(e.g.,tableofcontents,
illustrations,headings)toanticipateandaskquestionsabout
content
useavarietyofalternativesourcestolocateinformationand
buildbackgroundknowledgeaboutthetopic(e.g.,
encyclopedias,Internet,tradebooks,newspaperarticles)
B6 selectandusestrategiesduring
readingandviewingto
construct,monitor,andconfirm
meaning,including
predicting
makingconnections
visualizing
askingandanswering
questions
makinginferencesand
drawingconclusions
usingtextfeatures
correcting
figuringoutunknownwords
readingselectively
determiningtheimportanceof
ideas/events
makeandconfirmlogicalpredictions(e.g.,summarizeand
restatewhathasbeenreadbeforeandhypothesizeaboutwhat
willcomenext)
visualize,sketch,orusegraphicorganizerstosupport
comprehension(e.g.,mindmap,quadrants)
figureoutunfamiliarwordsorexpressions,including
specializedandtechnicalvocabulary,byusingcontextcues,
wordstructure,illustrations,andclassroomresources(e.g.,
glossaries,dictionaries,referencematerials,thesaurus)
selfmonitor,select,andadjuststrategiestoselfcorrect(e.g.,
reread,readahead,gotoanothersource)
makeconnectionsduringthereading(texttoself,texttotext,
texttoworld),comparingandcontrastingcharacters,ideas,
andevents
questionauthorsmotiveorintent(i.e.,criticalliteracy)
usegraphicandvisualcues(e.g.,boldtype,headings,
diagrams,sidebars)toclarifyunderstanding
skimandscantogatherinformation
useglossaries,summaries,focusquestionsintext,outlines,
sidebars,navigationbars,andhyperlinkstofindinformation
innonfictiontext
B7 selectandusestrategiesafter
readingandviewingtoconfirm
andextendmeaning,including
correcting
generatingandrespondingto
questions
makinginferencesand
drawingconclusions
reflectingandresponding
visualizing
usingtextfeaturestolocate
information
usinggraphicorganizersto
recordinformation
reviewthepurposesetpriortoreadingorviewing,anduseit
toguiderereadingandreviewing
useselfmonitoringandselfcorrectingstrategies(e.g.,reread,
skim,scanfordetailsandtoconfirmunderstanding)
askandrespondtoquestionsrelatedtothematerialreador
viewed
makeinferencesanddrawconclusions(e.g.,makeconnections
betweencauseandeffectinmaterialsreadorviewed)
usetextfeatures(e.g.,headings,illustrations,diagrams)to
locateandorganizeinformation
describefeaturesthatmightcontributetoaninferential
understandingofthetext,suchasobvioussymbolsandother
literarydevices(e.g.,simile,metaphor,alliteration,
flashback,onomatopoeia,symbolism)
usegraphicorganizerstorecordandorganizeinformation
(e.g.,chronologicalreportoutline,conceptmap,causeand
effectTchart)
summarizethebigideaorauthorsmessage,andgive
supportingdetails
reflectonthereadingandviewingandmakeconnections
(texttoself,texttotext,texttoworld)
READINGANDVIEWING(Thinking)
B8 respondtoselectionstheyread
orview,by
expressingopinionsand
makingjudgmentssupported
byexplanationsandevidence
explainingconnections(text
toself,texttotext,andtextto
world)
identifyingpersonally
meaningfulselections,
passages,andimages
offerresponsesandopinionswithsupportingexplanations
createawrittenresponsetotext,makingpersonal
connections,connectionstoothertexts,andconnectionsto
relatedevents
comparetheirresponsestotextswiththeresponseofothers
(e.g.,literaturecircles)
makeandsupportconnectionstootherreadingorviewing
selections(e.g.,comparecharacters,plots,resolutions,themes,
andauthorscraftwithdirectquotesfromsource)
identifypowerfulpassagesfromtextsanddescribewhythey
arepersonallymeaningful
joinwithapartner(s)andactoutafavouritescene,passage,or
image
B9 readandviewtoimproveand
extendthinking,by
analysingtextsanddeveloping
explanations
comparingvariousviewpoints
tocreatenewideas
integratenewinformationandideasfromaselectionintotheir
ownthinkingandexplainhowithaschangedtheirideas
aboutthetopic(e.g.,joblossinlocalareacomparedto
environmentalimpact)
makereasoneddecisionsbasedonvalidevidence
begintoidentifycontradictionsandopposingviewpoints
withinideasandinformation(i.e.,criticalliteracy)
drawageneralizationfromparticularinformationpresented
intext
developandapplycriteriaforassessingthevalueofideasand
information(e.g.,currencyofsocialissuesinanovel,
rationalizingpersonalpreferences),withsupport
describefurtherpotentialinatext(e.g.,lookforalternative,
innovativeoutcomes;considerdevelopmentsextending
beyondthetext)
questiontheauthorspurposeorviewpoint(i.e.,critical
literacy)
B10 reflectonandassesstheir
readingandviewing,by
criteria
planforimprovement
goals
identifythestrategiesthatgoodreaders/viewersusebefore,
during,andafterreadingandviewing
discusstheirreadingandviewingusingvocabulary
pertainingtotextsandtoassessment
identifytheirstrengthsasreaders/viewerswithreferenceto
theiruseofreadingandviewingstrategies(e.g.,Iaskedand
answeredquestions,Imadepicturesinmyhead,Ireread
formoreinformationorclarification.)
reflectonthepersonalgoalsset,andactonpersonalgoalsfor
futurereadingandviewing
followaplanforachievinggoalsforimprovementinfuture
readingandviewing
independentlychoosejustrighttextstoimprovetheir
readingskills
READINGANDVIEWING(Features)
B11 explainhowstructuresand
featuresoftextworktodevelop
meaning,including
form,function,andgenreof
text(e.g.,brochureabout
smokingtoinformstudents;
genreispersuasive)
`textfeatures(e.g.,copyright,
tableofcontents,headings,
index,glossary,diagrams,
sidebars,hyperlinkspull
quotes)
literaryelements
(e.g.,characterization,mood,
viewpoint,foreshadowing,
conflict,protagonist,
antagonist,theme)
nonfictionelements(e.g.,
topicsentence,development
ofideaswithsupporting
details,centralidea)
literarydevices(e.g.,imagery,
onomatopoeia,simile,
metaphor)
idiomaticexpressions
relatetheirknowledgeoffeaturesofthetexttothefunctions
ofthetext(e.g.,apersuasivearticlemaynotshowboth
viewpoints)
explainthepurposeoftextfeatures(e.g.,boldanditalictype,
hyperlink,sidebars)
usevocabularysuchascopyright,plagiarism,tableofcontents
headings,index,glossary,diagrams,sidebar,andpullquotes
totalkabouttheirfunctioninrelationtoreadingandviewing
discussauthorstechniques(e.g.,howcharacterisrevealedin
text;explainthetechniquesbywhichthetextconveysmood
andsetting)
comparevariousformsorgenres(e.g.,editorialswith
newspaperarticles,personalnarrativeswithfictionalstories)
identifysomepoeticdevicesincludingimagery,
onomatopoeia,simile,andmetaphor
identifyandunderstandsomeidiomaticexpressionsand
understandtheirvalue
WRITINGANDREPRESENTING(Purposes)
information,seetheBCPerformanceStandardsforWriting.
C1writeavarietyofclear,focussed
personalwritingforarangeof
purposesandaudiencesthat
demonstratesconnectionsto
personalexperiences,ideas,and
pinions,featuring
clearlydevelopedideasby
usingeffectivesupporting
details,explanations,
comparisons,andinsights
sentencefluencythrough
sentencevarietyandlengths
withincreasingrhythmand
flow
effectivewordchoicethrough
theuseofanincreasing
numberofnew,varied,and
powerfulwords
anhonestvoice
anorganizationthatis
meaningful,logical,and
effective,andshowcasesa
centralideaortheme
createavarietyofpersonalwriting(e.g.,freewrites,reading
responses,journalentries,descriptivepieces,memoirs,
personalletters,andmayincludeimpromptuwriting)that
demonstratesthefollowingcriteria
MeaninginPerformanceStandards/IdeasinTraitsof
Writing.Thewriting/representation:
makessense,anddevelopsaclearmainideawell
supportedbyrelateddetails,includingimagesandfeelings
sustainsideasthroughseveralrelatedparagraphs
mayincludevisualsthatenhancethemainideasbutare
notnecessaryforcomprehension
StyleinPerformanceStandards/SentenceFluency,Word
ChoiceandVoiceinTraitsofWriting.The
writing/representation:
featuresvariedwordorderwithinasentenceforeffect
includesgenerallysmoothsentencesandeffectiveuseof
paragraphs
experimentswithnew,powerful,andprecisewords
featuresavoicethatishonestandauthentictothepurpose
androle
ForminPerformanceStandards/OrganizationinTraitsof
usesgenreorformappropriatetopurposeandaudience
usestextstructuresappropriatetoformorgenre
includesparagraphstoenhancetheclarityofideas
usesanextendedrangeofconnectingwordstocombine
ideas,indicatecomparisons,sequence,anddescribecause
andeffectrelationships
featuresstrongleadsandsatisfyingendings
SeeFeaturessectionforadditionalcriteriarelatingtofeaturesand
conventions.
C2 writeavarietyofeffective
informationalwritingfora
rangeofpurposesandaudiences
thatcommunicatesideasto
informorpersuade,featuring
clearlydevelopedideasby
usingfocussedanduseful
supportingdetails,analysis,
andexplanations
sentencefluencythrough
clear,wellconstructed
sentencesthatdemonstratea
varietyoflengthsandpatterns,
withanincreasinglyfluidstyle
effectivewordchoicethrough
theuseofnewvocabulary,
wordsselectedfortheir
specificity,andpowerful
adverbsandverbs
avoicedemonstratingan
appreciationandinterestinthe
topic
anorganizationwithan
invitingleadthatclearly
indicatesthepurpose,and
flowssmoothlywithlogically
sequencedparagraphsor
sectionstoasatisfying
conclusionthatsummarizes
thedetails
createavarietyofinformationalwriting(e.g.,expository
writingsuchasreports,procedures,variousmultimedia
formats,andmayincludeimpromptuwriting)that
conveysinformation
demonstratesaclearpurpose(e.g.,instructionscanbe
followed)
makessenseandemphasizesimportantideas
includesanarrowed,focussed,clear,andcoherenttopic
includesinformationthatisaccurate;integrates
informationfromseveralsources
showsunderstandingofthetopicthroughpersonal
experienceand/orresearch
mayexpressandjustifyaviewpoint
anticipatesandanswerssomeofthereadersquestions
includesvisualsandtextworkingjointlytorepresentand
enhancethetopic
isinterestingandeasytofollow
showsawarenessandconsiderationofaudience
readssmoothlyanddemonstrateseffectiveparagraphing
containsclearlanguageandeffectivelyusedcontentwords
engagesand,ifapplicable,persuadesthereader
experimentswithchangesinwordorderwithinasentence
foreffect
includeslogicalandeffectivesequencing
featuresstrongleadsandsatisfyingendings
utilizestextfeatures(e.g.,titles,headings,diagrams,
illustrations)thatareclear,relevant,andhelpfultothe
reader
generallyreadssmoothlyandpacingiscontrolled
includesanoriginalandinformativetitle
conventions.
C3 writeavarietyofimaginative
writingforarangeofpurposes
andaudiences,includingshort
stories,passages,andpoems
modelledfromliterature,
featuring
welldevelopedideasthrough
theuseofinterestingsensory
detail
sentencefluencythrougha
varietyofsentencelengthsand
patterns,withincreasing
fluidity
effectivewordchoicebyusing
engagingfigurativeand
sensorylanguage
anauthenticvoice
anorganizationthatincludes
anenticingopening,followed
byasequenceofeffective
detailwhichelaboratesevents,
ideas,andimages,thatleadto
animaginativeorinteresting
conclusion
createavarietyofimaginativewriting(e.g.,expressivewriting
suchasscripts,poems,shortstories,passages,descriptive
narratives,andmayincludeimpromptuwriting)that
makessenseanddevelopsclear,focussedideaswhichmay
beimaginativeandoriginal
narrowsandfocusesatopic
includeswelldevelopedparagraphswithsensorydetail
thatcreatesmeaningforthereader;poetryusessensory
detailandfollowsthepatternprovided
featuresstrategicwordorderinasentenceorlineofpoetry
fordramaticeffect
emulateselementsofstylefromliteratureorfromapoetic
form
showsexperimentationwithnewwordswithsomesuccess
usesliterarydevices(e.g.,simile,metaphor,alliteration,
onomatopoeia)
showsaclearsenseofaudience;includesideasanddetails
thatengagethereaderandcreateanemotionalimpact
featuresanhonest,personal,andengagingvoice,
appropriatetopurposeandaudience
readssmoothlyandpacingiscontrolled
containscleardialoguethatcontributestothe
understandingofcharacter
includesathoughtfulandexpressivetitle
conventions.
C4 createmeaningfulvisual
representationsforavarietyof
purposesandaudiencesthat
communicatepersonalresponse,
information,andideasrelevant
tothetopic,featuring
developmentofideasby
makingconnectionsto
personalfeelings,experiences,
opinions,andinformation
anexpressivevoice
anorganizationinwhichkey
ideasareevident
createavarietyofmultimediaforms(e.g.,posters,graphs,
diagrams,charts,film,webpages,plays,skits,tableaux,
dramatizations)thatdemonstratethefollowingcriteria
conveysinformationandideasforspecificpurposesand
audiences
demonstratesimaginativeconnectionstopersonalfeelings,
experiences,andopinions,whenappropriate
developskeyideasthroughdetails,images,andemotions
featuresanindividualperspectivethatisevidentand
expressive
movesorengagesthereader/viewer
useselementsofformtoenhancemeaning
usestextfeatures/designelements(e.g.,titles,labels,
headings,captions,symbols,icons,colour,space)clearly
andeffectivelytoenhanceunderstanding
conventions.
WRITINGANDREPRESENTING(Strategies)
LearningOutcomesareableto:
C5 selectandusestrategiesbefore
writingandrepresenting,
including
settingapurpose
identifyinganaudience,genre,
andform
analysingexamplesof
successfulwritingand
representingindifferentforms
andgenrestoidentifykey
criteria
developingclassgenerated
criteria
generating,selecting,
developing,andorganizing
ideasfrompersonalinterest,
prompts,texts,and/orresearch
setapurposeandidentifyanaudiencefortheirownwriting
orrepresenting(e.g.,topersuade,entertain,inform,painta
wordpicture)
examineappropriateexamplesofthegenreandform,and
analyseandidentifytheircharacteristics
contributetogeneratingclasscriteriaforwritingand
representingbasedonanalysisofgenreandformby
examininganonymouswritingsamplesorexamplesof
literaryorinformationtext(e.g.,greatleads,powerful
language,usingavarietyofsentencetypesandlengths)
generateanddevelopideasinavarietyofways(e.g.,
brainstorm,discuss,recall,interview,takenotes,usegraphic
organizers,sketch)
categorizeandorganizeideasandinformationusingsimple
headings,andgraphicorganizers(e.g.,mindmaps,fishbone,
storyboards)
C6 selectandusestrategiesduring
writingandrepresentingto
expressandrefinethoughts,
including
criteria
analysingmodelsofliterature
accessingmultiplesourcesof
information
consultingreferencematerials
consideringandapplying
feedbackfromconferencesto
reviseideas,organization,
voice,wordchoice,and
sentencefluency
ongoingrevisingandediting
continuetoexpandideasfromprewritingwhenwriting(e.g.,
adddetailtowebswebs,generatequickwrites,listadditional
ideas,askforandincorporatefeedbackfromothers)
writeforasustainedperiodintheformofthegenre
useexamplesofformsofwritingtoassistinorganizationof
writing(e.g.,leads,headlinesfromsimplenewsarticles)
refertoanduseclassgeneratedcriteria(e.g.,usesseveral
sourcesinresearch,usesfigurativelanguage)
enhancewordchoicebymakinglistsofsensorywords
relatingtothetopic,selectingprecisevocabularyfrom
dictionariesorthesaurus,andreferringtoandselectingfrom
listsofconnectingwords
createvarietyinsentencestructuresandpatternstodevelop
sentencefluency(e.g.,sentencesofdifferentlengthsand
types,sentencesthatdisplaypatternsandphrasing,sentences
thatbeginindifferentways)
adjustwritingtoensurethattheformandtonearesuitablefor
theaudience(e.g.,areportvs.afunnyanecdote)
usedictionariesorwordprocessingtoolswhiledrafting(e.g.,
cutandpaste,spellingandgrammarcheck)
useelectronicandprintresourcesforresearch
begintoreviseandeditasthewritingiscreated
C7 selectandusestrategiesafter
writingandrepresentingto
improvetheirwork,including
checkingtheirworkagainst
establishedcriteria
readingaloudandlisteningfor
fluency
revisingtoenhancewriting
traits(e.g.,ideas,sentence
fluency,wordchoice,voice,
organization)
editingforconventions(e.g.,
grammarandusage,
capitalization,punctuation,
spelling)
checkwritingandrepresentingagainstclasscriteria(e.g.,
consistencywithformofwritingselected,sensorydetail,
varietyofsentencetypesandlengths,preciselanguage,
legibility)
aftercheckingworkagainstcriteria,selectareasforrevision,
andrevisetoenhancework
acceptandincorporatesomerevisionsuggestionsfrompeers,
teacher,andself(e.g.,addsomedescriptivevocabularyand
detailonposter)
engageineditingapieceofwritingindependentlyorwitha
peer(e.g.,byusingaproofreadingguide;checkingspelling
usingadictionary;usingathesaurustoenhanceseveralnouns
andverbs;checkingpunctuation;ensuringlegibilityif
handwritten,andformattingconsistencyifwordprocessed;
checkingthatthetexthasappropriatevisualfeatures,tableof
contents,labelsondiagrams)
publishandsharewiththeintendedaudience(e.g.,makinga
portfoliooftheirwork)
WRITINGANDREPRESENTING(Thinking)
C8 usewritingandrepresentingto
expresspersonalresponsesand
relevantopinionsabout
experiencesandtexts
usewritingandrepresentingtoestablishinsightful
connectionsbetweentextsandpersonalexperienceor
knowledge
expressarangeofpersonalresponsesthroughavarietyof
media(e.g.,personalnarrative,poetry,graphicnovels)
expresssomestraightforwardliterarycriticalopinion(e.g.,
bookreport,moviereviewforschoolnewspaper)
incorporatenew,specific,andincreasinglyprecisevocabulary
toexpressideas,feelings,andresponsestowhattheyhave
read,heard,orviewed
C9 usewritingandrepresentingto
extendthinking,by
developingexplanations
analysingtherelationshipsin
ideasandinformation
exploringnewideas(e.g.,
examiningalternative
viewpoints,transposing
writingfromoneformto
another)
explainthelogicofthesequenceandconclusionsintheirown
writingandrepresentations
afterparticipatinginstructuredactivities,writeorrepresentto
explainhowunderstandinghasbeenextended
recognizebias(i.e.,criticalliteracy)
withsupport,developandapplycriteriaforassessingthe
valueofideasandinformation(e.g.,possibilityofbias,logical
soundness,sourceofideasandinformation,
rejecting/acceptingbias)
presentanewideainwritinganddefendthevalidityofthe
ideawithreasonsorevidence
C10 reflectonandassesstheir
writingandrepresenting,by
criteria
planforimprovement
goals
describethestrategiesusedduringwriting(e.g.,prewriting,
buildingcriteria,drafting,revising,editing,publishing,and
presenting)
usecriteriatoidentifystrengthsandmakesuggestionsabout
ownorotherswork(e.g.,tellwhatisappealingaboutapiece
ofwork;useaTcharttorelatespecificevidencefromtheir
worktothepreestablishedcriteria;useconstructivelanguage
togivefeedback)
setandadjustpersonalgoalsforwritingorrepresenting(e.g.,
identifyanimportantaspecttoworkonnext,withreferenceto
oneofthecriteria)
developasimpleplantoachieveoneortwogoalsfor
improvementinfuturewritingandrepresenting
demonstrateprideandsatisfactionintheirownwritingand
representing(e.g.,taketheauthorschairandsharetheirwork
withtheclass,selectworktodisplayonbulletinboards)
WRITINGANDREPRESENTING(Features)
C11 usethefeaturesand
conventionsoflanguageto
expressmeaningintheirwriting
andrepresenting,including
completesimple,compound,
andcomplexsentences
subordinate(i.e.,dependent)
clauses
comparativeandsuperlative
formsofadjectives
past,present,andfuturetenses
effectiveparagraphing
effectiveuseofpunctuation
andquotationmarks
conventionalCanadian
spellingforfamiliarand
frequentlyusedwords
spellingunfamiliarwordsby
applyingstrategies(e.g.,
phonicknowledge,
useofcommonspelling
patterns,dictionaries,
thesaurus)
legiblewritingappropriateto
contextandpurpose
GrammarandUsage
usesimple,compound,andcomplexsentences
createcompletesentenceswithfewrunonsandfragments
usepronounscorrectly(i.e.,referstothecorrectantecedent)
usecoordinateandsubordinateconjunctionstoclarify
meaning
useprepositionseffectively(e.g.,of,in,concerning,at,by)
PunctuationandCapitalization
usecapitalization,periods,questionmarks,exclamation
marks,commas,quotationmarks,apostrophes,andcolons
correctly
VocabularyandSpelling
explaintheimportanceofcorrectspellingforeffective
communication
useconventionalCanadianspellingforfamiliarandfrequently
usedwordsandapplyspellingstrategiestospellunknown
words(e.g.,phonicknowledge,Canadiandictionary)
useadictionarytofindthecorrectCanadianspellingofwords
whenediting
usenewlyacquiredvocabularytoenhancemeaningand
emphasis
useathesaurustoselectandreviseworkformoreprecise
words
Presentation
producelegiblewritingappropriatetocontextandpurpose
ensureheadings,titles,andillustrationsenhanceclarity
ensureformattingconsistencyifwordprocessing
ARTSEDUCATION DANCEGRADE6
ARTSEDUCATION:DANCEGRADE6
CREATINGDANCE
Prescribed Learning Outcomes Suggested Achievement Indicators
Thefollowingsetofindicatorsmaybeusedtoassessstudent
achievementforeachcorrespondingPrescribedLearningOutcome.
StudentswhohavefullymetthePrescribedLearningOutcome
areableto:
A1 moveinresponsetoavarietyof
sounds,music,images,and
feelings
demonstratemovementsinresponsetotheexpressive
elementsofmusicandsound(e.g.,accentedbeats,phrasing)
demonstratemovementsinresponsetoaneventortheme
(e.g.,RemembranceDay,WorldPeaceDay,EarthDay)
describetheassociationsbetweentheirmovementsandthe
sounds,images,orfeelingsthatinspiredthem
A2 createmovementsequencesusing
choreographicforms,individually
andwithothers
useawidevarietyofchoreographicformstocreate
movementsequences
createnewmovementsequencesfollowingagivenpattern
ornarrativechoreographicform(e.g.,entrancesandexits,
complexcanon)
teachadancesequencetheyhavedevelopedtopeersor
youngerstudents
DANCEGRADE6 ARTSEDUCATION
A3 applythecreativeprocesswith
emphasisoncombiningand
refiningtocreatedance
compositions
applyallstagesofthecreativeprocess(exploration,selection,
combination,refinement,reflection)tocreatedance
compositions
useavarietyofsourcesofideasandsourcesasinspirations
forexploringdance(e.g.music,sounds,poetry,collages,
visualimages,themes,abstractconceptssuchasthecycle
oflife)
chooseparticularmovementsfordancecompositionand
explaintheirchoices
basedonagreeduponcriteria(e.g.,usingavariety
ofpathways),selectseveralsequencestocreatea
composition
combinemovementstocreatesequences
alterdancesequencesbytransformingmovements
(e.g.,changinglevels,changingpathways,variedspeeds)
incorporateconstructivefeedbackfromteacherandpeers
inrevisingtheirdancecompositions
reflectonanddescribetheircreativeprocessinrelation
toeachstage(e.g.,Ispendalotoftimerefiningbecause
Iwantedtheturnstoflowintothenextmovement.)
assessthesuccessoftheirowndancecompositionbased
ontheirunderstandingofthestagesofthecreativeprocess
(e.g.,theextenttowhichtheyareabletoexecuteincreasingly
longersequencesofmovement)
describetheevolutionoftheirdancecomposition
ELEMENTSOFDANCE
areableto:
B1 useelementsofmovementin
combination
demonstrateavarietyofmovementcombinations,aloneand
ingroups,that
createavarietyofbodyshapes
incorporatevarioustypesoflocomotorandnonlocomotor
movement
incorporatevariousdirections,pathways,formations,
andstagefacings(e.g.,facingthediagonal,facingback)
respondtotherhythmandphrasingofamusicselection
thatincludesmomentsofstillness
includemomentsofrelaxationandmomentsoftension
incorporatevariationsinbreathinginrelationtothebeat
(e.g.,breathingwiththebeat,breathingagainst/acrossthe
beat)
includeinteractionsamongtwoormoredancers
(e.g.,simplelifts,exitsandentrances)
useappropriateterminologytodescribetheelementsof
movement(e.g.,stagefacing,tension)
useappropriateterminologytodescribechoreographic
form(e.g.,narrative,ABA,canon,callandresponse)
B2 applytheprinciplesofmovement
alignment,balance,flexibility,
strength,andbreathingto
dance
demonstrateappropriatealignmentinnonlocomotor
movements(e.g.,turnout,appropriateextensionthrough
limbs)
demonstrateappropriatealignmentinlocomotormovements
(e.g.,turnoutwhilemoving,postureandextensionwhile
moving)
demonstrateassistedbalancewithapartner
demonstrateanimprovementintheirrangeofmotion
(flexibility)overtime
demonstrateimprovementinstrengthovertime(e.g.,
increaseinfrequency,intensity,anddurationofmovements)
breathethroughtheirstretches
assessandconstructivelycritiquetheirownuseofprinciples
ofmovement
B3 demonstratetechniqueassociated
withparticulardancestyles
demonstrateaspecifiedstepormovementfromaparticular
dancestyletheyhaveviewedorlearned(e.g.,stepball
change)
comparetheuseofaspecificmovementortechnique
representedinavarietyofstyles(e.g.,stepballchange
injazziscomparabletochassinballet,waltzstep,
andpolkastep)
B4 applyhealthandsafety
considerationstodance
demonstrateknowledgeofpotentialhealthandsafetyissues
relatedtodance(e.g.,repetitivestraininjuries,disordered
eating)
identifypracticesoractionstheycantaketoreducerisksor
respondtoproblemsassociatedwithdancerelatedhealth
issues(e.g.,maintainingoverallphysicalfitness,adequate
nutritionandhydration,adequatesleep)
describeandexplaintheimportanceofspecificcomponents
ofappropriatewarmupandcooldown(e.g.,stretches,body
partisolations)
consistentlyperformappropriatewarmupandcooldown
routineswhenengagingindanceactivities
CONTEXT
to:
C1 comparedancesfromavarietyof
historical,cultural,andsocial
contexts
demonstrateknowledgeofthehistorical,social,andcultural
contextsofatleasttwodifferenttypesofdancesuchas
socialdances(e.g.,forcelebrationssuchasweddings)
ceremonialdances(e.g.,harvest,ritesofpassage)
dancesforentertainmentorcompetition(e.g.,ballet,street
dance)
describetherolesportrayedinavarietyofdances(e.g.,
relatedtogender,age,character)
discussexamplesofdancethatreinforceorchallengesocietal
values(e.g.,sexualorientation,genderroles,archetypes,
bodyimage)
comparetwoormoredancesfromdifferingcultural,social,
orhistoricalcontextswithrespecttoattributessuchas
attireandprops
setting
rhythmicpatternofmusic
apparentpurpose(e.g.,totellastory,toconveyafeeling
ormood,tocelebrate,torecordhistory,topreserve
culture)
numberandrolesofparticipants(e.g.,childrenonly,men
andwomentogether,menonly)
therolesportrayedbydancers(e.g.,relatedtogender,age,
character)
shapeorpatternofmovement(e.g.,angular,curved,
twisted)
specificchoreographicform(e.g.,callandresponse,
rondo,canon)
relatetheirunderstandingofthehistoricalandcultural
contextsofdancetothetypesofmovementsused
C2 assesspersonalopportunitiesin
dance
demonstrateknowledgeofsourcesofinformationconcerning
danceactivitiesandeventsoccurringlocally(e.g.,websites,
newspaper,artsorganizations)
interviewsomeoneinvolvedindanceinthelocalcommunity
basedonresearchandinterviews,assessopportunitiesfor
danceofpersonalinteresttothem
PRESENTINGANDPERFORMING
areableto:
D1 rehearsedanceforpresentation participateconsistentlyandactivelyinrehearsalsoftheir
ownandotherscompositions
incorporateconstructivefeedbacktoimprovedance
useestablishedcriteriatoassesstheirworkinrehearsal
bycommentingon
accuracyandclarityofsetmovement
whattheylikedorwereproudof,andsupportingtheir
opinionwithdetails
whattheywouldliketochangeordevelopfurther,
andsupportingtheiropinionwithdetails
whattheylearned
usetherehearsalprocesstorevisetheirperformances
throughteacherandpeerfeedbackandevaluation
D2 demonstrateperformanceskills
appropriatetospecificdance
situations
performdance,reflectingthesenseoffeelingandmood
inthechoreography
reproducechoreographedmovementwithaccuracyand
clarity
maintainsetfocalpointduringperformance
incorporatesimpleproductionelements
(e.g.,costumes,props)toenhanceperformance
demonstrateappropriateperformanceenergy
(e.g.,stagepresence,projection)
demonstrateappropriateaudienceskillstoexpressrespect,
appreciation,orenjoymentforaperformance
(e.g.,claptoshowappreciation,activeobservation
throughouttheperformance,providingconstructive
feedbackwhenrequired)
D3 applyestablishedcriteriato
analysetheirownandothers
work
assesstheirownworkandthatoftheirpeersbasedon
establishedcriteria,andsupporttheiropinionwithexamples
anddetails,byidentifying
qualityindemonstratingspecificperformanceskills
(e.g.,accuracyandclarityinreproducingchoreography,
maintainingsetfocalpoint)
qualityofthechoreographyindemonstratingspecific
elementsofmovement(e.g.,lifts,exitsandentrances)
whetherornottheperformanceachievedtheassigned
task(e.g.,usingacomplexcanon,respondingtoaccented
beatsofthemusic,depictingaspecifictheme)
thefeelingandmoodportrayed
whattheylikedorwereproudof
whattheywouldliketoseechangedordevelopedfurther
whattheylearnedfromtheperformance
communicateconstructivelyandrespectfullyaboutthe
effortsandcontributionsofothersinclassdanceactivities
ARTSEDUCATION DRAMAGRADE6
ARTSEDUCATION:DRAMAGRADE6
EXPLORINGANDCREATING
areableto:
A1 usethecreativeprocesstoexplore
arangeofissuesandresponses
exploreavarietyofissuesthroughdrama(e.g.,relationship,
status,powerdynamics,andsocialissueswithimplications
withinandbeyondtheirowncommunity)
developcriteriaandprocessesforconveyingideasthrough
drama
selectandcombineideasandapproachestoconveymeaning
indrama
makeconnectionsbetweendramaworkandtheexperiences
ofselfandothers
demonstrateempathyindramaexplorations,inandoutof
role(e.g.,throughjournals,writinginrole,smallandlarge
groupdiscussion,reflection)
refinedramabasedonreflectionandfeedback
A2 createrolesthataretruetothe
drama
createrolesthatmovebeyondstereotypestoauthentic
representations
A3 useavarietyofdramastrategies
andformstomakemeaning
throughdrama
demonstratewillingnesstoexploreideas(e.g.,control,peace,
nonverbalcommunication)througharangeofdrama
strategiesandactivities
selectandusedramaformsappropriatelyforspecific
purposesandtoconveymeaning(e.g.,choralspeakingto
showthepowerofsoundforcommunicatingmeaning,dance
dramatoconveyafluidideasuchasthepassageoftime)
A4 demonstratecollaborativeskills
duringdrama
consistentlydemonstraterespectfortheirpeersideasand
contributions
consistentlyofferencouragementtotheirpeers
contributetoatrustingatmosphereconducivetotakingrisks
(e.g.,usevoiceinadifferentway,presentforalargegroup,
sharepersonalinsightsandopinionsaspartofsmalland
largegroupreflectiveactivities)
demonstrateanabilitytoprovideleadershipwithinagroup
(e.g.,modellingsupportandcollaboration,leadingwarmup
activities)
DRAMAFORMS,STRATEGIES,ANDSKILLS
areableto:
B1 usevoiceandmovementto
communicatemeaning
selectandcombinevocalelementsandmovementelements
toconveyspecificideasormeaning
assesshowvoiceandmovementcanrepresentwhata
characterpersonisthinkingandfeeling
tellastorythroughmovementand/orsound(e.g.,thehuman
lifecyclebymovementputtomusic,amimetodepict
electricity)
interpretatextfromavarietyofperspectivesandattitudes
(e.g.,alettertotheeditoraboutacommunityissue,anew
immigranttoCanadameetingherorhisneighbours)
representabstractconceptsusingtheirbodiesandmovement
(e.g.,createatableauthatrepresentstheconceptofcitizen,
community,orcourage)
B2 participateinavariety
ofdramaforms
participateinavarietyofdramaformsandstrategies
(e.g.,dancedrama,readerstheatre,choralspeaking,
scriptedscenes,storydrama,mime,writinginrole)to
exploreandconveyvarioussituations
expressthoughts,feelings,intentions,andattitudes
ofparticularcharacters
distinguishbetweenselectedformsandtheirusetoconvey
thoughts,ideas,andmeanings
useappropriateterminologytodescribedramaforms
reflecttomakeconnectionsbetweenthefictionalandreal
worlds,including
inrolereflection(e.g.,writinginrole,respondingtopeer
questions)
outofrolereflection(e.g.,partner/largegroupdiscussion,
respondingtoquestionsposedbytheteacher,drawing,
videojournaling)
B3 participatesafelyindrama
activities
followrulesandguidelinesforsafeparticipationin
movementandvoiceexplorationsindividually,ingroups,
andasawholeclass(e.g.,respectotherspersonalspaces,
usevoicesafelytoavoidstrain)
ARTSEDUCATION DRAMAGRADE6
CONTEXT
areableto:
C1 comparethemesandtraditionsin
dramafromavarietyofcultural,
social,andhistoricalcontexts
describearchetypesportrayedinavarietyofdramas
(e.g.,trickster,sage,earthmother,hero)
comparetwoormoredramasfromdifferingcultural,social,
orhistoricalcontextswithrespecttoattributessuchas
apparentpurpose(e.g.,toentertain,totellastory,to
portrayaparticularevent,tocelebrateanaspectof
culture)
themesandcontent
charactersportrayed
specificdramaform
useofproductionelements(e.g.,costume,props,staging,
makeup,lighting,sound)
C2 identifyvariousopportunities
relatedtodrama
demonstrateknowledgeofsourcesofinformationconcerning
dramaactivitiesandeventsoccurringlocally(e.g.,websites,
newspaper)
interviewsomeoneinvolvedindramainthelocal
community
areableto:
D1 participateindrama
performances
demonstratecommitmenttoavarietyofroles
usebodyandvoiceeffectivelytoconveymeaning
exploreattitudesandbeliefsofcharactersforapplication
indramawork
demonstratewillingnesstotakeappropriaterisks
(e.g.,takeonunfamiliarroles,expandingtheirboundaries)
demonstratecollaborationskillsindramaperformance
selectandapplyproductionelementstoenhancedrama
work(e.g.,music,lights,props,set,costume,performance
space)
demonstrateindividualresponsibilitywithinthegroup
whendeveloping,rehearsing,andpresentingdrama
work(e.g.,focusandconcentration,respectforothers
contributions,providingconstructivefeedback)
demonstratewillingnesstoacceptfeedback
incorporatefeedbacktoimproveperformanceasapplicable
performances
demonstraterespectandengagementduringinformal
andformalperformances
demonstrateaudienceinteractionwhenappropriateto
thedramaform(e.g.,theatresports,melodrama)
applydefinedcriteriatoanalyseperformance
(e.g.,appropriatenessofformandsubjectmatterforthe
audienceandpurpose,authenticrepresentation,useof
productionelements)
suggestreasonsforvariousresponsestoadrama
presentation
explaintheirresponsestoadramapresentation
applyfeedbacktotheirownpresentationsthatcanbeused
torefinefuturework
offerconstructivecriticismdesignedtoimprovedrama
performance
ARTSEDUCATION MUSICGRADE6
ARTSEDUCATION:MUSICGRADE6
EXPLORINGANDCREATING
areableto:
A1 userhythm,melody,and
elementsofexpressionin
performancerepertoireto
interpretarangeofthoughts,
images,andfeelings
chooseandjustifytheuseofrhythm,melody,andelements
ofexpressionforvariouspurposes(e.g.,totellastory,to
createamood)
performelementsofexpressionwithcleardistinctions
useappropriateterminologytodescriberhythm,melody,
andelementsofexpression(e.g.,timesignature,key
signature,dynamics)
A2 analysethoughts,images,and
feelingsderivedfromavarietyof
musicmediasources
comparetheuseofmusicinavarietyofmedia
describehowmusicinfluencesemotionalresponse
(e.g.,soundtracksinfilmandtelevision)
giveexamplesofhowmusicinarangeofmediareinforcesor
challengessocietalvalues(e.g.,violence,homophobia,peace,
materialwealth)
demonstraterespectforthethoughts,images,andfeelings
expressedbyothers
A3 applyrhythm,melody,and
elementsofexpressionintheir
compositions
giveexamplestoshowhowprinciplesofdesign
(e.g.,variation,repetition,pattern)relatetoform
applyknowledgeofform(e.g.,ABA,AABA)totheir
compositions
justifytheircompositionchoicesintermsofthethoughts,
images,andfeelingstheyhopetoevoke(e.g.,Thispart
shouldbeplayedlouderbecause____.Ilikethismelody
inaminorkeybecause___.Iusedfoundinstrumentsand
foundsoundsbecausethispiecehasanenvironmental
theme.)
representtheircompositionsthrough
performance
notation
technology
useappropriatemusicterminologyandsymbolstonotate
elementsofexpression(e.g.,crescendo,accelerando,>,)

MUSICGRADE6 ARTSEDUCATION
ELEMENTSANDSKILLS
areableto:
B1 singorplayrhythmicpatterns
fromstandardnotation
singorplayrhythmicpatterns(e.g.,usingeighth,sixteenth,
quarter,dottedquarter,half,dottedhalf,andwholenotes
andrests),maintainingasteadybeat
atavarietyoftempi
insimpleandcompoundmetres(e.g.,
4
2
,
4
3
,
4
4
,
8
6
)
demonstrateanabilitytoperformstraightandsyncopated
rhythmicpatternsin
4
2
,
4
3
,
4
4
,and
8
6
fromstandardnotation
(e.g.,clapfromaflashcardofonemeasure)
demonstrateaccuracyinreadingrhythmicpatternsin
standardnotation
B2 singorplayfromauralsources learnbyearordemonstration(e.g.,drumcircle,partsinging,
fourparttofivepartclassroominstrumentarrangements)
toperformashortselectionofmusic
accuratelynameanintervaloftwonotesthatareplayed
insequence(e.g.,2
nd
,3
rd
,5
th
,octave)
B3 maintainamelodicorharmonic
partintextures
performaselectionfromclassroomrepertoireandmaintain
theirownvocalorinstrumentalpart(e.g.,instrumental
accompanimentforvoices,partnersongs,rounds,canons,
descant,ostinato,twopartandthreepartsongs)
composesimpleharmoniclinesformelodiesfromknown
classroomrepertoirebyapplyingpriorknowledgeoftwo
partsinging(e.g.,chooseamelodicphraseasanostinato
toformharmonyinasimplemelody)
usevocalorinstrumentalskillstodemonstrateabilityto
maintainapartinaharmonicstructure(e.g.,twopartto
threepartinstrumentationwithvocals)
B4 usestandardnotationtorepresent
melodicandrhythmicphrases
notaterhythmicphrasesinsimpleandcompoundmetres
(e.g.,
4
2
,
4
3
,
4
4
,
8
6
)
useeartrainingskillstonotatemelodicphraseswithin
anoctave,usingtheconventionsofstandardnotation
(e.g.,clef,stemdirection,notehead)
useappropriateterminologytodescriberhythmandsimple
metres(e.g.,timesignature,barline,doublebarline,
repeatingorcontrastingpatterns)
applyappropriatemusicterminologytodescribemelody
andharmony(e.g.,contour,unity,balance,form)
B5 describeforminrhythmicand
melodicstructure
identifymelodicpatternsandphrasesinclassroomrepertoire
compareavarietyofformsinselectedclassroomrepertoire
(e.g.,ABA,ABBA,ABACA/rondo,round,verseandchorus,
canon,useofintro,coda,bridge)
createachartorotherrepresentationtoillustratethe
relationshipbetweenprinciplesofdesignandselectedforms,
usingappropriateterminology(e.g.,ABBAusesunity,
repetition,balanceandpattern)
B6 demonstrateappropriateuseof
classroominstruments
holdandplayclassroominstrumentscorrectly
demonstratepropercareandstorageofinstruments
andequipment
demonstraterespectfortheirpersonalhealthand
wellbeinginmusicactivities(e.g.,preventingvoicestrain
orhearingloss)
demonstrateappropriateuseoftechnologyandequipment
(e.g.,microphones,computers)

MUSICGRADE6 ARTSEDUCATION
CONTEXT
areableto:
C1 participateinmusicfromarange
ofhistorical,cultural,andsocial
contexts
describeavarietyofpurposesforcreatingmusic
(e.g.,celebration,ritual,programmusic,entertainment,
dancing,settingamood,sellingaproduct,communicating
anaspectofculture)
compareapieceofmusicfromanunfamiliarcultural
orhistoricalcontexttofamiliarclassroomrepertoire
(e.g.,similaritiesanddifferencesinrhythmicpatterns,
instrumentation,purposes,language)
makeconnectionsbetweenmusicandotherartforms
(e.g.,drama,dance,visualarts,literature)fromthesame
historicalorculturalcontext
demonstraterespectformusicfromvarioushistorical,
cultural,andsocialcontextsby
listeningwithrespectandfocus
demonstratingwillingnesstoexperiencenewand
unfamiliarmusicwithinandoutsidetheclassroom
demonstratingcuriosityaboutthemusicanditscontext
performingselectedelementsconsistentwiththemusics
culturaltradition(e.g.,rhythms,language,instrument
technique,considerationofenvironment)
usingpositiveorneutrallanguagetodescribeunfamiliar
music
discussexamplesofmusicthatreinforceorchallengesocietal
values(e.g.,exploitation,genderroles,andconsumerismin
musicvideos)
C2 identifypersonalopportunitiesin
music
identifyarangeofpersonalopportunitiestoparticipatein
musicasperformerorlistener(e.g.,teachasonglearned
fromafamilymember,performatafamilyorcommunity
event,joinacommunityperformancegroup,composeapiece
inresponsetoacurrenteventorsocialissue,attenda
performance,accessmusicfromthelibraryoronline)
identifycareersinmusiclocallyandinthewidercommunity
(e.g.,conductor,teacher,performer,composer,recording
engineer,musictherapist)
areableto:
D1 applyskillsandattitudes
appropriatetoarangeofmusic
experiences,demonstrating:
performanceskillsandetiquette
audienceengagement
respectforthecontributionsof
others
demonstrateperformanceskills(e.g.,practicetechnique
androutines,maintaineyecontactwithconductor,continue
toplay/singaftermistakes,backstagequiet,payattention
tocues,demonstraterespectforequipmentandstagecrew,
waitquietlyfortheirturntoperform)
assessconsiderationsforspecificperformancesituations
(e.g.,repertoirechoiceforaudienceandpurpose,
environmentconsiderations,incorporationofproduction
elements)
demonstrateaudienceengagementandresponseappropriate
totheperformancesetting
demonstrateresponsibilitytothemselvesandthegroup
whileexperiencingmusic(e.g.,commitmenttorehearsal,
commitmenttoperformance,showingupontimeand
preparedwithappropriateequipment)
performances
offerconstructivecriticismdesignedtoimprovemusic
performance(e.g.,focusondescribingwhattheyseeand
hear,directcommentstotheperformerorcomposer,focus
feedbackonimprovabletechnique,bespecific)
applydefinedcriteriatoanalyseperformanceandrepertoire
choice
applyfeedbackandsetgoalstoimprovetheirown
performance(e.g.,NexttimeIplaythispieceIwill_____.)

ARTSEDUCATION VISUALARTSGRADE6
ARTSEDUCATION:VISUALARTSGRADE6
CREATIVEPROCESSES
areableto:
A1 compileacollectionofideasfor
imagesusingfeelings,
observation,memory,and
imagination
useavarietyofmethodstodraftanddevelopimages
(e.g.,visualjournals,thumbnails,storyboards,maquettes)
usevisualjournalsandothermethodstoworkthrough
andsolveparticulardesignproblems(e.g.,sketchingan
objectfrommultipleviewpointstoexploreitsproperties)
compareadevelopedartworktotheirinitialdraftsand
explainhowtheirideashavechangedanddeveloped
A2 createimagesusingtheimage
developmentstrategiesofpointof
view,magnification,and
minification
createanimageusingpointofviewasanimage
developmentstrategy(e.g.,birdseyeview,wormseye
view,andcloseupinthestyleofBarbraReidsillustrations)
createaseriesofimagesdepictingdifferentpointsofview
ofthesamesubject
createanimageusingmagnificationasanimage
developmentstrategy(e.g.,closeupofanobjectinthestyle
ofGeorgiaOKeefesflowerpaintings)
createanimageusingminificationasanimagedevelopment
strategy(e.g.,inthestyleofBillReidjewellery,inthestyle
ofIslamicminiatures)
A3 createimagesusingparticular
visualelementsandprinciplesof
designincludingrhythm,
asymmetricalbalance,andspace
toproduceavarietyofeffects
createimagesusingspaceforaparticulareffect
(e.g.,negativespacetoshowloneliness)
createimagesusingasymmetricalbalancetoproduce
avarietyofeffects(e.g.,toshowtension,excitement,
orhumour)
createimagesusingtheprincipleofrhythm(e.g.,todepict
therhythmofapieceofmusic)
A4 manipulateselectedmaterials,
technologies,andprocessesto
createimages
experimentwithmaterials,technologies,andprocessesin
newwaystocreateavarietyofeffects(e.g.,usetheotherend
ofthepaintbrushtoscratchthroughortostamppatterns,use
theeraserendofapencilasasubtractivedrawingtool,use
avarietyoffoundobjectstocreatetexturesinclay,usea
scratchboardtocreatetextureddrawings)
selfassessandrefinetheiruseofmaterials,technologies,
andprocessesbasedonspecifiedcriteria
VISUALARTSGRADE6 ARTSEDUCATION
A5 create2Dand3Dimages
thatexpressbeliefsandvalues
thatreflectartstylesfroma
varietyofsocial,historical,and
culturalcontexts
tosolvespecificdesign
problems
createimagesthatreflectbeliefsandvalues(e.g.,aposter
campaigntopromoteantibullyingorprotectionof
endangeredspecies,aportraitorsculpturetodepictthe
contributionsofparticularrolemodels)
createimagesthatreflectartstylesfromsocial,historical,
andculturalcontextsstudied(e.g.,origamipeacecranes,
transformationanimalmasks)
createimagestosolvespecificdesignproblems(e.g.,the
sameobjectfrommultipleviewpointstoexploreits
properties)
SKILLSANDSTRATEGIES
areableto:
B1 analyseandapplyimage
developmentstrategies,including
pointofview
magnification
minification
identifyimagedevelopmentstrategiesthatmighthavebeen
usedtocreategivenspecificartworkorseriesofsimilar
artworks
assesstheuseofpointofview,magnification,and
minificationinagivenartworkorseriesofartworks
(e.g.,todepictaparticularmood,setting,orconcept)
usepointofview,magnification,andminificationfora
particulareffect(e.g.,pointofviewforamap,magnifythe
texturesofanaturalobject,minificationtofocusviewers
attention)
useappropriateterminology(e.g.,pointofview,aerial)
todescribeimagedevelopmentanddesign
B2 analyseandapplyspace,rhythm,
andasymmetricalbalanceto
createeffectsandtoconveymood
analyseandapplyrhythminimages(e.g.,skyline,mountain
range,treeline)
analyseandapplyspaceinimages(e.g.,ruleofthirds
inlandscapes)
analyseandapplyasymmetricalbalanceinimages
(e.g.,inJapanesepaintinganddesign)
useappropriateterminologytodescribeelementsand
principles(e.g.,space,rhythm,asymmetricalbalance)
B3 analyseanduseavarietyof
materials,technologies,and
processestocreateimages
analysethecharacteristicsandusesofmaterials,
technologies,andprocessesinimagesintermsofhistorical
orculturalcontextandstyle,including
useofmaterialsavailableinthattimeandplace(e.g.,types
ofwoodusedformasks,grassesandothermaterialsfor
weavings)
formandfunction(e.g.,tapestries,furniture,clothing,
boats)
effectoftheintroductionofnewmaterials,technologies,
andprocesses
useandpurposes(e.g.,religious,celebratory)
selectappropriatematerialstocreateimagesforagiven
purpose(e.g.,environmentallyresponsiblematerialsfor
packaging)
selectappropriatetechnologiesandprocessestocreate
imagesforagivenpurpose(e.g.,computerapplications
formagnificationandminification,printmakingtocreate
posters)
useappropriateterminologytodescribematerials,
technologies,andprocesses
B4 demonstratesafeand
environmentallyresponsibleuse
ofmaterials,technologies,and
processes
demonstrateanabilitytouseandcareformaterials,
technologies,andworkspaceinasafeandan
environmentallysensitivemanner(e.g.,safeuseofhot
toolssuchasironsandglueguns,usingacrylicsinstead
ofoilpaints)
CONTEXT
areableto:
C1 identifythehistoricalandcultural
contextsofavarietyofimages
selectaparticularartworkorartistandidentifythe
characteristicsthatdefineitsstyleintermsof
materialsandprocessesused(e.g.,locallyavailable
naturalmaterials,uniqueprocessessuchasorigami)
specificelementsandprinciplesused(e.g.,asymmetrical
balanceinJapanesepaintinganddesign,culturally
significantpatternssuchastartansorkentecloth,ovoid
shapesinwestcoastAboriginalimages)
specificimagedevelopmentstrategiesused
(e.g.,magnificationinClaesOldenburgsculptures)
subjectmatterandpurposeoftheartwork
(e.g.,useofculturaliconssuchasanimals)
comparetwoormoreculturalorhistoricalartstyles
(e.g.,alocalAboriginalstylecomparedtoMaoriart,ancient
ChinacomparedtocontemporaryChina)
demonstrateanawarenessthatimagesinfluenceandare
influencedbytheirsocial,historical,andculturalcontexts
C2 demonstrateanawarenessofthe
ethicalconsiderationsinvolvedin
copyingandappropriating
images
viewexamplesofartworksthatuseanexistingimage
(e.g.,theMonaLisa,acorporatelogo)alteredforvarious
purposes
identifypotentialethicalconsiderationsforcopyingand
appropriatingimages,suchas
usinganimageforcommercialpurposesnotintended
bytheoriginalartist
definingfairusageofothersimagesintheirownimage
making
C3 identifypersonalopportunitiesin
visualarts
researchandlistexamplesofvisualartsinthelocal
community(e.g.,schooldisplays,localmuseums,recreation
centres,libraries,seniorscentres,websites),including
opportunitiestoviewandrespondtoartworks
opportunitiestocreateandcommunicatewithartworks
EXHIBITIONANDRESPONSE
areableto:
D1 interprettheirresponseto
artworksorexhibitions
usingdefinedcriteria,analysespecificartworkswith
referenceto
specificimagedevelopmentstrategiesused
specificelementsandprinciplesused
materials,technologies,andprocessesused
subjectmatter
purposeandmeaningofartwork
feelingsorassociationsevoked
viewandrespondtoavarietyofimages,identifyinghow
theimages
literallyorsymbolicallycommunicatespecificmeanings
(e.g.,advertising,packaging,banners)
conveyspecificmoodsoremotions
depictasenseoftimeoraparticularlocation
depictspecificphysicalconditions(e.g.,temperature,
movement)
describetheirresponsetoexhibits(e.g.,Ithinkallthe
imagesreallyfittheexhibitsthemeofpeace.Iwouldhave
preferredtoseealldrawingsinsteadofamixofdrawings
andweavings.)
useappropriateterminologywhenrespondingtoartworks
D2 collaboratetodevelopagroup
displayforaparticularaudience
orpurpose
articulateanunderstandingofwhatisrequiredforthe
particularaudience,purpose,orevent(e.g.,Remembrance
Dayassembly,EarthDayevent,promotingacausesuchas
diabetesresearch)
viewanddiscussavarietyofdisplaysoftheirownand
othersartworks
discusscriteriaforselectionandpresentationofartworks
foracollection,suchas
thematic
ensuringallstudentshavehadanopportunityto
contribute
selectingaformthatallowsforcombiningindividual
studentsworkinagroupwork(e.g.,aquilt,banner,
collage,multimediapresentation)
collaboratingtocreateagroupartwork(e.g.,mural,
installation)
selectimagesfromtheirownportfolioforclasspresentation
and/orpublicdisplay,andgivereasonsforthisselection
createanartistsstatementtodescribetheirwork
(e.g.,Iusedtheimagedevelopmentstrategyof
magnificationinthispicturebecause_____.Iuserepeated
shapestoshowrhythm.Iusedanaerialpointofview
inthispicturebecauseIwantedtoshowanobjectfrom
adistance.)

HEALTHANDCAREEREDUCATIONGRADE6
GOALSANDDECISIONS
areableto:
A1 describeplanningtechniques
thatcanhelptosupportgoal
attainment(e.g.,time
management,settingpriorities,
consideringcostsandresources)
describewhyplansarenecessarytoachievegoals
basedonclassactivitiesandadditionalinformation,list
techniquesthatcanhelpsupportgoalattainment(e.g.,time
management,settingpriorities,balancingindividualand
groupgoals,consideringcostsandresources)
withteachersupport,identifyavarietyofpurposesof
budgetingforachievingagoal,including
toidentifycosts
toidentifypotentialsourcesofincome
tosetpriorities
givereasonsforwhygoalsmaychangeovertime(e.g.,in
responsetochanginginterestsandpriorities,unpredictable
circumstances)
A2 identifyinfluencesongoal
settinganddecisionmaking,
includingfamily,peer,and
mediainfluences
listanddescribeavarietyofinfluencesongoalsettingand
decisionmaking,including
family(e.g.,expectationsofparents,familyrules,
responsibilitiesathome)
peer(e.g.,fittinginwith/keepingfriends,makingnew
friends)
media(e.g.,activitiesdoneorproductsusedbycelebrities
onTV,inmovies,inmagazines,andpromotedonthe
Internet)
other(e.g.,altereddecisionmakingduetoalcoholordrug
use,availablefinances,safetyissues,effectonenvironment,
senseofpersonalresponsibility, understandingofneeds
andwants)
demonstrateinformedreasoningindescribinghow
considerationofpotentialconsequencescanhaveaneffecton
goalsettinganddecisionmaking(e.g.,wantingtoplease
friendsandfamily,personalinjury,earningorbetrayingtrust
offamilyorpeers,consequencesofbreakinglawsorschool
rules,globalimpactofconsumerchoices)
CAREERDEVELOPMENT
to:
B1 relatepersonalattributesto
varioustypesofwork
createapersonalinventoryofinterests,values,aptitudes,
skills,knowledge,andsuccesses
showconnectionsbetweentheattributesintheirpersonal
inventoryandvariouspotentialpaidandunpaidwork
opportunities
B2 describetransferableskillsthat
aredevelopedthroughschool
andrecreationalactivities(e.g.,
teamwork,organization,
creativity)
describeavarietyofskillsdevelopedinschooland
recreationalactivities(e.g.,teamwork,punctuality,time
management,organization,creativity)
describehowtheseskillsmightbetransferabletoother
situations(e.g.,personalrelationships,home,recreational
activities,afterschoolresponsibilities)
HEALTH
to:
HealthyLiving
C1 describethebenefitsofattaining
andmaintainingabalanced,
healthylifestyle,includingthe
benefitsof
beingphysicallyactive
healthyeatingpractices
anemotionallyhealthylifestyle
listanddescribethebenefitsofattainingandmaintaininga
physicallyactivelifestyle(e.g.,strongerbones,moreenergy,
longtermhealthbenefits,improvedabilitytofocus)
listanddescribethebenefitsofhealthyeatingpractices(e.g.,
greaterenergy,healthierbody,longtermhealthbenefits,
greaterabilitytoconcentrate)
listanddescribethebenefitsofattainingandmaintainingan
emotionallyhealthylifestyle(e.g.,abletocopewith
unexpectedproblems,stress,andanxiety;feelingpositive
aboutself;cankeepproblemsinperspective;improved
concentration;lesslikelytoabusesubstances)
C2 describethehumanreproductive
system
accuratelydescribetheroleandfunctionofthevarious
structuresofthemaleandfemalehumanreproductive
systems(e.g.,testicles,penis,ovaries,uterus)
accuratelydescribehowconceptiontakesplace
C3 demonstrateanunderstandingof
theimportanceofrespectingown
andothersdevelopmentrates
duringpubertyandadolescence
demonstrateanunderstandingthatitisnormalfor
adolescentstogrowanddevelopatdifferentrates
listreasonsfordifferingdevelopmentrates(e.g.,gender,
genetics,individualdifferences)
identifyemotionalchallengesthatadolescentsmay
encounterduringpuberty(e.g.,stress,anxiety,grief,
depression,confusion)andexplaintheimportanceof
seekingsupportandfindinghealthystrategiestodealwith
theseemotionschallenges
describewaystodemonstraterespectforownandothers
physicalandemotionalchangesduringpubertyand
adolescence(e.g.,usepositiveselftalk,accesssupportand
informationasrequired,avoidteasingandnegativeself
talk,userespectfullanguage)
C4 identifypracticesthatreducethe
riskofcontractinglifethreatening
communicablediseases,including
HIV,hepatitisBandC,and
meningococcalC
identifyHIV,hepatitisBandC,andmeningococcalCas
lifethreateningcommunicablediseases
accuratelydefineHIVasthevirusthatcausesAIDS
accuratelyidentifywaysthatHIVcanbetransmitted(e.g.,
sexualcontactwithaninfectedperson,usingneedlesor
otherinjectionequipmentthataninfectedpersonhasused,
fromaninfectedmothertoherchildbeforeandduringbirth
orduringbreastfeeding,directexposuretoinfectedblood,
bodypiercingortattooingusingnonsterileequipment)
accuratelyidentifywaysthathepatitisBcanbetransmitted
(e.g.,sexualcontactwithaninfectedperson,usingneedles
orotherinjectionequipmentthataninfectedpersonhas
used,bodypiercingandtattooingusingnonsterile
equipment,directexposuretoinfectedblood)
accuratelyidentifywaysthathepatitisCcanbetransmitted
(e.g.,usingneedlesorotherinjectionequipmentthatan
infectedpersonhasused,directexposuretoinfectedblood,
bodypiercingandtattooingusingnonsterileequipment)
accuratelyidentifywaysthatmeningococcalCcanbe
transmitted(e.g.,saliva,dropletsfromthenoseorthroatof
theinfectedperson)
accuratelyidentifypracticesthatprotectapersonfrom
contractingHIV,hepatitisBandC,ormeningococcalC
(e.g.,avoidingusedneedles,syringes,orcondoms;avoiding
othersbodyfluids;avoidingunsafebodypiercingand
tattooing;avoidingunprotectedsexualpractices;
vaccinationsforhepatitisBandmeningococcalC)
HealthyRelationships
C5 assesstheinfluencethatpeershave
onindividualsattitudesand
behaviour
definepeerpressureasincludingverbalornonverbalactive
orpassivebehavioursthatcaninfluenceapersonsattitudes
oractionspositivelyornegatively
givespecificexamplesofpeerpressure(verbalornon
verbal,activeorpassive,positiveornegative)fromtheir
ownexperiencesorfrombooks,TV,magazines,movies,or
theInternet
differentiatebetweenpositiveandnegativeinfluencesof
peersonindividualsattitudesandbehaviour
theharmfuleffectsofstereotyping
anddiscrimination
definestereotype,andgiveexamplesofwaysinwhich
peoplecanbestereotyped(e.g.,accordingtogender,age,
sexualorientation,race,religion,physicalormentalability)
definediscrimination(e.g.,whenapersononthebasisof
herorhisgender,age,sexualorientation,race,religion,or
physicalormentalabilitysuffersdisadvantagesoris
deniedopportunitiesavailabletoothermembersofsociety)
describethenegativeconsequencesofstereotypingand
discrimination(e.g.,limitschoices;makesunfair
assumptionsaboutpeoplesabilities,needs,andbehaviours;
emotionalconsequencessuchasfeelingsofshame,
depression,orsuicide;retaliatorybehaviour)
C7 identifyschool,local,provincial,
national,andinternational
strategiesforpreventingand
respondingtodiscrimination,
stereotyping,andbullying
describeavailableschoolanddistrictpoliciesandstrategies
forrespondingtodiscrimination,stereotyping,andbullying
(e.g.,schoolcodeofconduct,cultureofrespectfordiversity,
reportingpolicies,supervisionpractices,designatedplay
areas)
identifylocal,provincial,national,andinternationalpolicies
andstrategiesforpreventingandrespondingto
discrimination,bullying,andharassment(e.g.,workplace
sexualharassmentpolicies,criminalcode,B.C.Human
RightsCode,CanadianCharterofRightsandFreedoms,UN
UniversalDeclarationofHumanRights)
C8 applyappropriatestrategiesfor
respondingtodiscrimination,
stereotyping,andbullying
describeappropriateindividualstrategiesforrespondingto
discrimination,stereotyping,andbullying(e.g.,assessthe
situation,avoidance,assertiveness,reporting,seekinghelp,
appropriateuseofhumour,recognizingownattitudesand
behaviours,makingacommitmenttonotengagein
discriminationandstereotyping)
practiseapplyingappropriatestrategiesforrespondingto
discrimination,stereotyping,andbullying
SafetyandInjuryPrevention
C9 identifysourcesofsupportfor
peopleinabusiveorexploitative
situations(e.g.,trustedadult,
schoolandcommunityservices)
describeexamplesofabusiveorexploitativesituations(e.g.,
physicalabuse,sexualabuse,emotionalabuse,withholding
nurturingorcaregiving,pressuretoengageinsexual
activity,Internetexploitation)
identifyschoolandcommunityresourcesthatcanhelpand
supportpeopleinabusiveorexploitativesituations(e.g.,
schoolcounsellor,trustedadult,trustedfamilymember,
elder,communityhealthservices,childrens/youthhelp
hotline,police)
C10 identifypersonalsafetystrategies
toavoidabusiveorexploitative
situationsontheInternet
describepotentialconcernswiththeanonymousnatureof
theInternet(e.g.,peoplecanpretendtobesomeonetheyare
not,easiertousetrickstomakecontactwithchildren)
identifypersonalsafetystrategiestoavoidabusiveor
exploitativesituationsontheInternet(e.g.,nevergiveout
personalidentifyinginformationsuchasfullname,address,
telephonenumber,schoolnameorlocation,password,e
mailaddress;donotrespondtoemailsorwebsitesthatare
tryingtosellyousomethingorgiveyougifts;donotopene
mailsfromunknownsources;breakoffcontactwithanyone
whoasksyounottotellyourparentsaboutthem;donot
haveafacetofacemeetingwithanyoneyoumeetonthe
Internetorviaemailwithouthavingaparentortrusted
adultwithyou;tellatrustedadultifyoureceiveanyemails
orphotographsthatmakeyoufeeluncomfortableor
frightened)
C11 describeresponsiblesafety
behavioursontheroadandinthe
community
accuratelyidentifyrisksandhazardsassociatedwithbeing
inthecommunityandontheroad,includingrisksand
hazardsassociatedwithrecreation,activetransportation,
andbeingavehiclepassenger
describelawsandresponsiblepracticesandbehavioursthat
promotesafetyontheroadandinthecommunity,suchas
thoseregarding
safebehavioursforactivetransportation,including
cycling,skateboarding,scooters,inlineskating,and
walking
safebehavioursforrecreationalactivities(e.g.,
snowmobiling,skiing/snowboarding,offroading,
boating)
passengerbehaviour
recognizingdangers
safetyequipment
training
describepotentialconsequencesofunsafebehavioursonself
andothers(e.g.,physicalinjury,exploitation,abduction,
financialcosts,death,legalconsequences)
C12 identifybasicprinciplesfor
respondingtoemergencies(e.g.,
followingsafetyguidelines,having
anemergencyresponseplan,
knowinghowtogethelp)
withteachersupport,identifyprinciplesforbeingprepared
foremergencies(e.g.,educationandtraining,following
safetyguidelinesandrules,havinganemergencyresponse
plan)
withteachersupport,identifybasicprinciplesfor
respondingtoemergencies,suchas
beprepared
dontpanic
assessthesituation
knowyourownabilities(e.g.,dontattemptlifeguarding
orfirstaidunlessyourequalified)
protectyourself(e.g.,wearprotectiveclothing,dont
enterahazardoussituation)
donofurtherharm
gethelp(howandwhere/fromwhom)
SubstanceMisusePrevention
C13 demonstrateappropriateskills
relatedtothepreventionoftheuse
oftobacco,alcohol,orotherdrugs
(e.g.,assertiveness,refusalskills,
avoidance,choosinghealthy
alternatives)
listavarietyofsituationsinwhichanindividualmightfeel
pressuredorexpectedtosmoke,drinkalcohol,ortake
drugs
identifyhealthyalternativestousingsubstancesforcoping
withstress,anxiety,socialpressures,orselfimage(e.g.,
seekingprofessionalhelpfromcounsellorsorhealthcare
workers,usingphysicalactivitytorelievestressoranxiety,
choosingfriendsthathaveapositiveinfluence,finding
meaningfulwaystocontributetoothers)
demonstratestrategiesforresistingthepressureor
expectationtosmoke,drinkalcohol,ortakedrugs(e.g.,
assertiveness,refusalskills,avoidorleavethescene,deflect
thepressure,chooseahealthyalternative)
assesstheappropriatenessofvariousstrategiesfor
themselvesinspecificsituationstopreventtheuseof
tobacco,alcohol,orotherdrugs
C14 describethepotential
consequencesforthemselvesand
othersiftheyusetobacco,alcohol,
orotherdrugs(e.g.,altered
judgmentanddecisionmaking,
addiction,potentialharmtofetus)
basedonclassactivitiesandadditionalinformation,
describethepotentialphysical,emotional,andsocial
consequencesofsubstancemisuseforself(e.g.,altered
judgmentanddecisionmaking,risktakingbehaviour
resultinginpersonalinjury,addiction,physicalhealth
effects,socialisolation,negativeimpactonschoolworkand
recreationalactivities,financialandlegalconsequences)
basedonclassactivitiesandadditionalinformation,
describethepotentialphysical,emotional,andsocial
consequencesofsubstancemisuseforothers(e.g.,burden
onhealthcareandlegalsystems;burdenonfamily;
potentialharmtofetuswhentobacco,alcohol,orother
drugsareconsumedduringpregnancy)
MATHEMATICSGRADE6
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization
MATHEMATICSGRADE6
NUMBER
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS
StudentswhohavefullymetthePrescribedLearningOutcomeare
ableto:
A1 demonstrateanunderstandingof
placevaluefornumbers
greaterthanonemillion
lessthanonethousandth
[C,CN,R,T]
explainhowthepatternoftheplacevaluesystem(e.g.,the
repetitionofones,tensandhundreds)makesitpossibleto
readandwritenumeralsfornumbersofanymagnitude
provideexamplesofwherelargenumbersandsmall
decimalsareused(e.g.,media,science,medicine,
technology)
A2 solveproblemsinvolvinglarge
numbers,usingtechnology
[ME,PS,T]
identifywhichoperationisnecessarytosolveagiven
problemandsolveit
determinethereasonablenessofananswer
estimatethesolutionandsolveagivenproblem
factorsandmultiplesby
determiningmultiplesand
factorsofnumberslessthan100
identifyingprimeandcomposite
numbers
solvingproblemsinvolving
multiples[PS,R,V]
identifymultiplesforagivennumberandexplainthe
strategyusedtoidentifythem
determineallthewholenumberfactorsofagivennumber
usingarrays
identifythefactorsforagivennumberandexplainthe
strategyused(e.g.,concreteorvisualrepresentations,
repeateddivisionbyprimenumbers,orfactortrees)
provideanexampleofaprimenumberandexplainwhyit
isaprimenumber
provideanexampleofacompositenumberandexplain
whyitisacompositenumber
sortagivensetofnumbersasprimeandcomposite
solveagivenprobleminvolvingfactorsormultiples
explainwhy0and1areneitherprimenorcomposite
MATHEMATICSGRADE6
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

A4 relateimproperfractionstomixed
numbers[CN,ME,R,V]
demonstrateusingmodelsthatagivenimproperfraction
representsanumbergreaterthan1
expressimproperfractionsasmixednumbers
expressmixednumbersasimproperfractions
placeagivensetoffractions,includingmixednumbersand
improperfractions,onanumberlineandexplainstrategies
usedtodetermineposition
ratio,concretely,pictorially,and
symbolically[C,CN,PS,R,V]
provideaconcreteorpictorialrepresentationforagiven
ratio
writearatiofromagivenconcreteorpictorial
representation
expressagivenratioinmultipleforms,suchas3:5,
3
5
,or3
to5
identifyanddescriberatiosfromreallifecontextsand
recordthemsymbolically
explainthepart/wholeandpart/partratiosofaset(e.g.,for
agroupof3girlsand5boys,explaintheratios3:5,3:8,and
5:8
solveagivenprobleminvolvingratio
percent(limitedtowhole
numbers)concretely,pictorially,
andsymbolically[C,CN,PS,R,V]
explainthatpercentmeansoutof100.
explainthatpercentisaratiooutof100
useconcretematerialsandpictorialrepresentationsto
illustrateagivenpercent
recordthepercentdisplayedinagivenconcreteorpictorial
representation
expressagivenpercentasafractionandadecimal
identifyanddescribepercentsfromreallifecontexts,and
recordthemsymbolically
solveagivenprobleminvolvingpercents
integers,concretely,pictorially,
andsymbolically[C,CN,R,V]
extendagivennumberlinebyaddingnumberslessthan
zeroandexplainthepatternoneachsideofzero
placegivenintegersonanumberlineandexplainhow
integersareordered
describecontextsinwhichintegersareused(e.g.,ona
thermometer
comparetwointegers,representtheirrelationshipusingthe
symbols<,>,and=,andverifyusinganumberline
ordergivenintegersinascendingordescendingorder
MATHEMATICSGRADE6
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

multiplicationanddivisionof
decimals(1digitwholenumber
multipliersand1digitnatural
numberdivisors)
[C,CN,ME,PS,R,V]
placethedecimalpointinaproductusingfrontend
estimation(e.g.,for15.205m4,think15m4,sothe
productisgreaterthan60m
placethedecimalpointinaquotientusingfrontend
estimation(e.g.,for$26.834,think
$244,sothequotientisgreaterthan$6
correcterrorsofdecimalpointplacementinagivenproduct
orquotientwithoutusingpaperandpencil
predictproductsandquotientsofdecimalsusingestimation
strategies
solveagivenproblemthatinvolvesmultiplicationand
divisionofdecimalsusingmultipliersfrom0to9and
divisorsfrom1to9
A9 explainandapplytheorderof
operations,excludingexponents,
withandwithouttechnology
(limitedtowholenumbers)
[CN,ME,PS,T]
demonstrateandexplainwithexampleswhythereisaneed
tohaveastandardizedorderofoperations
applytheorderofoperationstosolvemultistepproblems
withorwithouttechnology(e.g.,computer,calculator)
MATHEMATICSGRADE6
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization
PATTERNSANDRELATIONS(Patterns)
ableto:
B1 demonstrateanunderstandingof
therelationshipswithintablesof
valuestosolveproblems
[C,CN,PS,R]
generatevaluesinonecolumnofatableofvalues,given
valuesintheothercolumnandapatternrule
state,usingmathematicallanguage,therelationshipina
giventableofvalues
createaconcreteorpictorialrepresentationofthe
relationshipshowninatableofvalues
predictthevalueofanunknowntermusingthe
relationshipinatableofvaluesandverifytheprediction
formulatearuletodescribetherelationshipbetweentwo
columnsofnumbersinatableofvalues
identifymissingelementsinagiventableofvalues
identifyerrorsinagiventableofvalues
describethepatternwithineachcolumnofagiventableof
values
createatableofvaluestorecordandrevealapatternto
solveagivenproblem
B2 representanddescribepatterns
andrelationshipsusinggraphsand
tables[C,CN,ME,PS,R,V]
translateapatterntoatableofvaluesandgraphthetableof
values(limittolineargraphswithdiscreteelements)
createatableofvaluesfromagivenpatternoragiven
graph
describe,usingeverydaylanguage,orallyorinwriting,the
relationshipshownonagraph
MATHEMATICSGRADE6
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

PATTERNSANDRELATIONS(VariablesandEquations)
to:
B3 representgeneralizationsarising
fromnumberrelationshipsusing
equationswithlettervariables.
[C,CN,PS,R,V]
writeandexplaintheformulaforfindingtheperimeterofany
givenrectangle
writeandexplaintheformulaforfindingtheareaofany
givenrectangle
developandjustifyequationsusinglettervariablesthat
illustratethecommutativepropertyofadditionand
multiplication(e.g.,a+b=b+aorab=ba
describetherelationshipinagiventableusinga
mathematicalexpression
representapatternruleusingasimplemathematical
expression,suchas4dor2n+1
B4 demonstrateandexplainthe
meaningofpreservationof
equalityconcretely,pictorially,
andsymbolically
[C,CN,PS,R,V]
modelthepreservationofequalityforadditionusingconcrete
materials,suchasabalanceorusingpictorialrepresentations
andorallyexplaintheprocess
modelthepreservationofequalityforsubtractionusing
concretematerialssuchasabalanceorusingpictorial
representationsandorallyexplaintheprocess
modelthepreservationofequalityformultiplicationusing
concretematerials,suchasabalanceorusingpictorial
representationsandorallyexplaintheprocess
modelthepreservationofequalityfordivisionusingconcrete
materialssuchasabalanceorusingpictorialrepresentations
andorallyexplaintheprocess
writeequivalentformsofagivenequationbyapplyingthe
preservationofequalityandverifyusingconcretematerials
(e.g.,3b=12isthesameas3b+5=12+5or2r=7isthesame
as3(2r)=3(7))
MATHEMATICSGRADE6
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization
SHAPEANDSPACE(Measurement)
ableto:
anglesby
identifyingexamplesofanglesin
theenvironment
classifyinganglesaccordingto
theirmeasure
estimatingthemeasureofangles
using45,90,and180as
referenceangles
determininganglemeasuresin
degrees
drawingandlabellingangles
whenthemeasureisspecified
[C,CN,ME,V]
provideexamplesofanglesfoundintheenvironment
classifyagivensetofanglesaccordingtotheirmeasure
(e.g.,acute,right,obtuse,straight,reflex
sketch45,90and180angleswithouttheuseofa
protractor,anddescribetherelationshipamongthem
estimatethemeasureofanangleusing45,90,and180as
referenceangles
measure,usingaprotractor,givenanglesinvarious
orientations
drawandlabelaspecifiedangleinvariousorientations
usingaprotractor
describethemeasureofanangleasthemeasureofrotation
ofoneofitssides
describethemeasureofanglesasthemeasureofaninterior
angleofapolygon
C2 demonstratethatthesumofinterior
anglesis:
180inatriangle
360inaquadrilateral
[C,R]
explain,usingmodels,thatthesumoftheinterioranglesof
atriangleisthesameforalltriangles
explain,usingmodels,thatthesumoftheinterioranglesof
aquadrilateralisthesameforallquadrilaterals
C3 developandapplyaformulafor
determiningthe
perimeterofpolygons
areaofrectangles
volumeofrightrectangular
prisms
[C,CN,PS,R,V]
explain,usingmodels,howtheperimeterofanypolygon
canbedetermined
generalizearule(formula)fordeterminingtheperimeterof
polygons,includingrectanglesandsquares
explain,usingmodels,howtheareaofanyrectanglecanbe
determined
generalizearule(formula)fordeterminingtheareaof
rectangles
explain,usingmodels,howthevolumeofanyright
rectangularprismcanbedetermined
generalizearule(formula)fordeterminingthevolumeof
rightrectangularprisms
solveagivenprobleminvolvingtheperimeterofpolygons,
theareaofrectangles,and/orthevolumeofright
rectangularprisms
MATHEMATICSGRADE6
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

SHAPEANDSPACE(3DObjectsand2DShapes)
to:
C4 constructandcomparetriangles,
including
scalene
isosceles
equilateral
right
obtuse
acute
indifferentorientations
[C,PS,R,V]
sortagivensetoftrianglesaccordingtothelengthofthesides
sortagivensetoftrianglesaccordingtothemeasuresofthe
interiorangles
identifythecharacteristicsofagivensetoftrianglesaccording
totheirsidesand/ortheirinteriorangles
sortagivensetoftrianglesandexplainthesortingrule
drawaspecifiedtriangle(e.g.,scalene)
replicateagiventriangleinadifferentorientationandshow
thatthetwoarecongruent
C5 describeandcomparethesidesand
anglesofregularandirregular
polygons
[C,PS,R,V]
sortagivensetof2Dshapesintopolygonsandnon
polygons,andexplainthesortingrule
demonstratecongruence(sidestosidesandanglestoangles)
inaregularpolygonbysuperimposing
demonstratecongruence(sidestosidesandanglestoangles)
inaregularpolygonbymeasuring
demonstratethatthesidesofaregularpolygonareofthe
samelengthandthattheanglesofaregularpolygonareofthe
samemeasure
sortagivensetofpolygonsasregularorirregularandjustify
thesorting
identifyanddescriberegularandirregularpolygonsinthe
environment
MATHEMATICSGRADE6
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization
SHAPEANDSPACE(Transformations)
ableto:
C6 performacombinationof
translation(s),rotation(s)and/or
reflection(s)onasingle2Dshape,
withandwithouttechnology,and
drawanddescribetheimage
[C,CN,PS,T,V]
demonstratethata2Dshapeanditstransformationimage
arecongruent
modelagivensetofsuccessivetranslations,successive
rotationsorsuccessivereflectionsofa2Dshape
modelagivencombinationoftwodifferenttypesof
transformationsofa2Dshape
drawanddescribea2Dshapeanditsimage,givena
combinationoftransformations
describethetransformationsperformedona2Dshapeto
produceagivenimage
modelagivensetofsuccessivetransformations(translation,
rotation,and/orreflection)ofa2Dshape
performandrecordoneormoretransformationsofa2D
shapethatwillresultinagivenimage
C7 performacombinationofsuccessive
transformationsof2Dshapesto
createadesign,andidentifyand
describethetransformations
[C,CN,T,V]
analyzeagivendesigncreatedbytransformingoneormore
2Dshapes,andidentifytheoriginalshapeandthe
transformationsusedtocreatethedesign
createadesignusingoneormore2Dshapesanddescribe
thetransformationsused
C8 identifyandplotpointsinthefirst
quadrantofaCartesianplaneusing
wholenumberorderedpairs
[C,CN,V]
labeltheaxesofthefirstquadrantofaCartesianplaneand
identifytheorigin
plotapointinthefirstquadrantofaCartesianplane,given
itsorderedpair
matchpointsinthefirstquadrantofaCartesianplanewith
theircorrespondingorderedpair
plotpointsinthefirstquadrantofaCartesianplanewith
intervalsof1,2,5or10onitsaxes,givenwholenumber
orderedpairs
drawshapesordesigns,givenorderedpairsinthefirst
quadrantofaCartesianplane
determinethedistancebetweenpointsalonghorizontaland
verticallinesinthefirstquadrantofaCartesianplane
drawshapesordesignsinthefirstquadrantofaCartesian
planeandidentifythepointsusedtoproducethem
MATHEMATICSGRADE6
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization

C9 performanddescribesingle
transformationsofa2Dshapein
thefirstquadrantofaCartesian
plane(limitedtowholenumber
vertices)
[C,CN,PS,T,V]
identifythecoordinatesoftheverticesofagiven2Dshape
(limitedtothefirstquadrantofaCartesianplane)
performatransformationonagiven2Dshapeandidentify
thecoordinatesoftheverticesoftheimage(limitedtothe
firstquadrant)
describethepositionalchangeoftheverticesofagiven2D
shapetothecorrespondingverticesofitsimageasaresult
ofatransformation(limitedtofirstquadrant)
STATISTICSANDPROBABILITY(DataAnalysis)
ableto:
D1 create,label,andinterpretline
graphstodrawconclusions
[C,CN,PS,R,V]
determinethecommonattributes(title,axesandintervals)
oflinegraphsbycomparingagivensetoflinegraphs
determinewhetheragivensetofdatacanberepresentedby
alinegraph(continuousdata)oraseriesofpoints(discrete
data)andexplainwhy
createalinegraphfromagiventableofvaluesorsetofdata
interpretagivenlinegraphtodrawconclusions
D2 select,justify,anduseappropriate
methodsofcollectingdata,
including
questionnaires
experiments
databases
electronicmedia[C,PS,T]
selectamethodforcollectingdatatoansweragiven
questionandjustifythechoice
designandadministeraquestionnaireforcollectingdatato
answeragivenquestion,andrecordtheresults
answeragivenquestionbyperforminganexperiment,
recordingtheresults,anddrawingaconclusion
explainwhenitisappropriatetouseadatabaseasasource
ofdata
gatherdataforagivenquestionbyusingelectronicmedia
includingselectingdatafromdatabases
D3 graphcollecteddataandanalyze
thegraphtosolveproblems
[C,CN,PS]
determineanappropriatetypeofgraphfordisplayingaset
ofcollecteddataandjustifythechoiceofgraph
solveagivenproblembygraphingdataandinterpreting
theresultinggraph
MATHEMATICSGRADE6
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T] Technology
[V] Visualization
STATISTICSANDPROBABILITY(ChanceandUncertainty)
ableto:
D4 demonstrateanunderstandingof
probabilityby
identifyingallpossibleoutcomes
ofaprobabilityexperiment
differentiatingbetween
experimentalandtheoretical
probability
determiningthetheoretical
probabilityofoutcomesina
probabilityexperiment
determiningtheexperimental
probabilityofoutcomesina
probabilityexperiment
comparingexperimentalresults
withthetheoreticalprobabilityfor
anexperiment
[C,ME,PS,T]
listthepossibleoutcomesofaprobabilityexperiment,such
as
tossingacoin
rollingadiewithagivennumberofsides
spinningaspinnerwithagivennumberofsectors
determinethetheoreticalprobabilityofanoutcome
occurringforagivenprobabilityexperiment
predicttheprobabilityofagivenoutcomeoccurringfora
givenprobabilityexperimentbyusingtheoretical
probability
conductaprobabilityexperiment,withorwithout
technology,andcomparetheexperimentalresultstothe
theoreticalprobability
explainthatasthenumberoftrialsinaprobability
experimentincreases,theexperimentalprobability
approachesthetheoreticalprobabilityofaparticular
outcome
distinguishbetweentheoreticalprobabilityand
experimentalprobability,andexplainthedifference
PHYSICALEDUCATIONGRADE6
ACTIVELIVING
to:
Knowledge
A1 relatepersonalphysicaland
emotionalhealthbenefitsof
regularparticipationtophysical
activity(e.g.,energy,endurance,
stressmanagement,freshairand
sunshinewhenactivitiesare
doneoutside)
assessavarietyofpersonalphysicalhealthbenefitsrelatedto
specificcomponentsoffitnessincluding
muscularstrengthandendurance(e.g.,Icanliftandcarry
thingsbymyself)
cardiovascularendurance(e.g.,Ihaveastrongerheart,I
candothingslongerwithoutgettingtired)
flexibility(e.g.,Icantouchmytoes)
assessavarietyofpersonalemotionalhealthbenefitsresulting
fromparticipatinginphysicalactivity(e.g.,stress
management,feelinggoodaboutself,sharinginterestswith
friendsandfamily)
A2 relatethedevelopmentof
muscularstrengthand
endurance,cardiovascular
endurance,andflexibilityto
participationinspecificphysical
activities
listanddescribethecomponentsoffitnessmuscular
strengthandendurance,cardiovascularendurance,and
flexibility
makeconnectionsbetweenspecificphysicalactivitiesand
theirabilitytohelpdevelopmuscularstrengthandendurance,
cardiovascularendurance,andflexibility(e.g.,hiking
increasesenduranceandstrength,gymnasticsincreases
flexibilityandstrength)
A3 analysenutritional
considerationsforphysical
activity
basedonresearchandclassactivities,analysetherelationship
betweenphysicalactivityandwaterandfoodintake(e.g.,
adequateamountofwater,varietyoffoodsforenergyandfor
boneandmuscledevelopment)
keepalog(e.g.,foraweek)oftheirnutritionalintakeand
physicalactivity,andassesstherelationshipbetweenthetwo
A4 monitorownexertionwhile
participatinginphysicalactivity
(e.g.,manualorelectronicheart
ratemonitoring)
describetheimportanceofknowingandrespectingown
abilitiesandlimitsforphysicalexertion
withteachersupport,monitorownheartrateinrelationto
targetheartrateszones
demonstrateanunderstandingofsafeexertionratesforself
andothers
A5 setpersonalgoalsforattaining
andmaintainingaphysically
activelifestyle
describefactorsthataffectpersonalpreferencesforspecific
physicalactivities(e.g.,enjoyment,availability,personal
ability,indoorvs.outdooractivities)
setspecific,achievable,andtimelypersonalgoalsforattaining
andmaintainingaphysicallyactivelifestyle(e.g.,choosing
activetransportationoptions,joiningasportsteam,tryinga
newrecreationalactivity)
identifystrategiesforachievingtheirgoals(e.g.,consideration
offrequency,intensity,time,andtypeofactivity;selecting
activitiesthatarefunandaccessible;choosingactivitiesinan
enjoyableenvironment)
Participation
A6 participatedaily(e.g.,fivetimes
aweek)inavarietyofmoderate
tovigorousphysicalactivities
thatdevelopmuscularstrength
andendurance,cardiovascular
endurance,and/orflexibility
participatedailyinteacherledphysicalactivities(e.g.,in
variousindoorandoutdoorschoollocationssuchasthe
classroom,gymnasium,multipurposeroom,andschoolyard;
incommunityfacilitiessuchasrecreationcentres,swimming
pools,parks,andskatingrinks)
participateinvigorousphysicalactivityresultinginincreased
heartandbreathingrate
participatecontinuouslyinmoderatetovigorousphysical
activities,allowingforshortrecoveryperiodsasappropriate
totheindividualstudent
withteachersupport,selectandparticipateinphysical
activitiesthatdevelopmuscularstrengthandendurance,
cardiovascularendurance,and/orflexibility
MOVEMENTSKILLS
to:
B1 practiselearnednonlocomotor,
locomotor,andmanipulative
movementskillsinorderto
improve
detectandanalyseerrorsinnonlocomotor,locomotor,and
manipulativemovementskills
workindependentlyorwithapartnertopractisespecificnon
locomotor,locomotor,andmanipulativemovementskillsover
aperiodoftimetoimproveperformance
B2 demonstrateoffensiveand
defensivestrategiesinavariety
ofactivitycategories
demonstrateanawarenessofoffensiveanddefensive
strategiesthatcanbeusedinavarietyofactivities(e.g.,give
andgo,checking,movingintoopenspacetoreceiveapass,
workingtowardgoalortarget,positioning)
demonstrateoffensiveanddefensivestrategiesinavarietyof
specificactivitiesinavarietyofactivitycategories,suchas
rotationinvolleyball
soccer,hockey,andbasketballpositions
martialarts(e.g.,judo,karate,taichi)
wrestling
schoolyardgames(e.g.,tag)
B3 demonstratetheproper
techniquetosendandreceivean
objectwithorwithoutan
implementinpredictable
settings(e.g.,kickasoccerball
againstawall,strikeatennisball
witharacquet,chestpassa
basketballtoapartner,throwa
flyingdisktoateammate)
sendanobjecttoapartner,toatarget,oroverorintoanet,
selectingappropriatetechniqueforaserve,throw,orpass
(e.g.,avolleyballoverhandserve,backhandflyingdiskthrow,
badmintonunderhandserve,basketballchestpass)
passwithcontrolandaccuracysothatthereceivingperson
canreceiveitaccurately(orsotheopponentcant)
maintaintechniquewhileusinganimplement(e.g.,tennis,
badminton,orsquashracquet;hockeystick;golfclub;baseball
orcricketbat)tostrikeanobjectinpredictablesettingssuchas
againstawallorinpartnerandsmallgroupskillpractices
attemptpassesandstrikeswitheitherhand;attemptkicks
witheitherfoot
B4 applyacombinationoflearned
skillstocreateoriginal
sequences,drills,challenges,or
games
combinenonlocomotor,locomotor,andmanipulative
movements(e.g.,rollstandjump;swingslideturn;walk
jumpswing)
demonstraterhythmicsteps,positions,andpatternsin
structuredsequences(e.g.,aerobics,jumprope,creative
dance,folkdance,rhythmicgymnastics,gymnasticapparatus
routines)
designandperformmovementsequencesthatshowcontrast
inlevels,planes,pathways,anddirections(e.g.,gymnastic
floorexerciseroutine,synchronizedskating)
modifytherulesofanexistinggame,drill,orchallengeto
createanewone(e.g.,createnewgamesbychanging
equipment,createbicycleskillschallenges)
SAFETY,FAIRPLAY,ANDLEADERSHIP
to:
C1 demonstratesafeproceduresfor
specificphysicalactivities(e.g.,
wearingsafeattireforthe
activity,safeuseofequipment
andfacilities,participatingin
warmupandcooldown
appropriatetotheactivity)
consistentlyfollowdirections,rules,androutinesforphysical
activitiesinavarietyofspecificsettings(e.g.,classroom,gym,
outside,rink,pool,track;individual,partners,team)
attemptskillsinappropriateprogressiontoavoidputtingself
andothersatrisk(e.g.,supportbodyweightonhandsbefore
attemptinghandstandandcartwheel,usebuddysystem
duringphysicalactivitiesoutsidetheschoolenvironment,
knowownandteammatesabilities)
describetheimportanceofwearingappropriateattireforthe
specificphysicalactivity(e.g.,safety,comfort,easeof
movement)
consistentlyparticipateinwarmupandcooldownroutines
appropriateforspecificphysicalactivities(e.g.,towarmup
thespecificmusclesusedfortheactivity)
C2 modelfairplaywhen
participatinginphysicalactivity
demonstraterespectfulbehaviourinpairandteamactivities
suggestrulechangestoimprovefairnessofagameoractivity
demonstraterespectandcooperationwhenfollowingthe
leadershipofotherstudentsinsmallgroupandwholeclass
activities
recognizephysicalactivitysituationsthatmaycause
inappropriateemotionalresponses(e.g.,namecalling,being
reprimanded,unsuccessfulresults),anddescribestrategiesto
controloravoidthesesituations(e.g.,takeatimeout,
participateinadiversionactivity,usepositiveselftalk)
C3 demonstrateleadershipin
respectingindividualdifferences
andabilitiesduringphysical
activity
recognizeanddemonstraterespectforindividualdifferences
inskilldevelopmentandability
demonstrateleadershipbehavioursinencouragingand
promotingrespectforindividualdifferences(e.g.,positive
feedback,ensuringeveryonehasanopportunityto
participate,standinguptothosewhocriticize,offering
encouragementtopeersactinginleadershiproles)
SCIENCEGRADE6
SCIENCEGRADE6
PROCESSESOFSCIENCE
to:
manipulateandcontrolanumberof
variablesinanexperiment
identifyquantitiesofkeyfactors(e.g.,light,water,nutrition,
temperature)asrelevantvariablesinatest(e.g.,ofbiological
growth)
suggestandsystematicallyimplementcontrolsonvariables
directlyrelatedtotheoutcomeofanexperiment(e.g.,amount,
quality,length)
explain,withreferencetopossibleconsequences,the
importanceofaconsistentandstandardizedapproachto
dealingwithvariables
applysolutionstoatechnical
problem(e.g.,malfunctioning
electricalcircuit)
makeadjustmentsintechniquewhenimmediateresultsare
notobtained(e.g.,adjustmicroscopesettings)
useapersistentandorganizedapproachtodeterminewhya
technicalproduct(e.g.,anelectricalcircuit)isnotworking,
andmodifyittomakeitwork
suggesteffectiveandpracticalwaystomodifyatechnological
instrumentortool(vehicles,clothes,food,buildings,
wrenches)topermititsfunctioninanextremeenvironment
SCIENCEGRADE6
LIFESCIENCE:DIVERSITYOFLIFE
to:
demonstratetheappropriateuse
oftoolstoexaminelivingthings
thatcannotbeseenwiththe
nakedeye
correctlyusetoolssuchasamagnifyingglassormicroscopeto
observeavarietyofmicroscopicorganisms
preciselydrawvariouscharacteristicsofmicroscopic
organismsonthebasisoftheirownobservations)
analysehowdifferentorganisms
adapttotheirenvironments
identifytwoormorespecificadaptationsofvariouslifeforms
(e.g.,colourationorotherphysicalcharacteristics,mimicryor
otherbehaviour)
suggestaplausibleexplanationofhowparticularadaptations
helplifeformsinteractintheirenvironments
createadetailedreportdescribingthesymbiosisbetweentwo
organisms
distinguishbetweenlifeformsas
singleormulticelledorganisms
andbelongingtooneoffive
kingdoms:Plantae,Animalia,
Monera,Protista,Fungi
accuratelylistthecharacteristicsthatdefinealllivingthings,
includingabilitytoreproduce,grow,respire,useenergy,
respondtostimuli
identifyanddistinguishPlantae,Animalia,Monera,Protista,
andFungiaskingdomsoflife
correctlysortmicroorganismsaccordingtotheir
characteristics,withteachersupport(e.g.,adescriptivekeyfor
Monera,Protista,andFungi)
SCIENCEGRADE6
PHYSICALSCIENCE:ELECTRICITY
to:
evaluatevariousmethodsfor
producingsmallelectricalcharges
identifythecharges(like,unlike,ornocharge)ofpairsof
staticallychargedobjects(e.g.,chargedthroughrubbing
variousfibresandsolidmaterials)bysystematicallyand
accuratelytestingtheirattractions
describeanddistinguishbetweenfrictionproducedelectrical
charge(static)andchemicallyproducedelectriccharge
(batteries)
withteachersupport,testandevaluatetheeffectivenessof
variousgroundingtechniquesforpreventingstaticcharge
builduponobjects
testavarietyofelectrical
pathwaysusingdirectcurrent
circuits
proficientlyassembleaworkingelectricalcircuitwithaswitch
correctlyexplainthesolutionforfixinganimproperly
arrangedcircuit(shortcircuit)
demonstratethedifferencebetweenparallelandseriescircuits
whenusingbatteries
demonstratethatelectricitycan
betransformedintolight,heat,
sound,motion,andmagnetic
effects
createcircuitsthatreliablyproducelight,heat,sound,motion,
andmagneticeffects
transferelectricalenergyintomultipleotherformsofenergy
(e.g.,light,heat,sound,motionenergy),safelyandreliably
producedemonstrablemagneticeffectsusingelectriccurrent
differentiatebetweenrenewable
andnonrenewablemethodsof
producingelectricalenergy
compileacomprehensivelistofvariouswaysinwhich
electricityisproduced
summarizethemainadvantagesanddisadvantagesofthe
variousmethodsusedtoproducetheelectricityusedinour
dailylives
SCIENCEGRADE6
EARTHANDSPACESCIENCE:EXPLORATIONOFEXTREMEENVIRONMENTS
to:
explainobstaclesuniqueto
explorationofaspecificextreme
environment
identifythesalientcharacteristicsofanextremeenvironment
(e.g.,space,polarice,oceans,volcanoes,andthe
atmosphereaplacethathumansdonotnaturallyinhabitbut
choosetoexplore)
giveseveralexamplesofresourcesandknowledgethatcanbe
obtainedfromdistantexplorations
giveseveralexamplesofhowtechnologycanbeusedby
humanstotraveltoandexploreanunknownenvironment
assesstechnologiesusedfor
extremeenvironments
identifyseveraltypesofequipmentandmethodscurrently
usedtoexploreextremeenvironments(e.g.,scuba,fibre
optics,MarsLander)
accuratelydescribethestagesofdevelopmentforapreviously
createdtechnology(e.g.,kites,balloons,planes,rockets,
submarines,spacesuits)
designacompletemodelfortravellingintoaspecificextreme
environment(e.g.,submarines,sonicaircraft,spaceships)
coherentlydefendapositionwithrespecttotheethical
considerationsinvolvedinthedevelopmentanduseofnew
technologies(e.g.,whetherornottotakelivingsamples,or
useweaponsinspace)
describecontributionsof
Canadianstoexploration
technologies
describeindetailthefunctionofCanadiantechnologies
involvedinexplorationofextremeenvironments(e.g.,
internationalspacestation,Canadarm,NewtSuit,satellite
telecommunications,robotics,andoceanmapping)
illustratewithaccurate,detaileddrawingsarangeof
Aboriginaltechnologies(e.g.,Inuitsleds,Haidaoceancanoes,
Algonquin/Creesnowshoes)
SOCIALSTUDIESGRADE6
SOCIALSTUDIESGRADE6
SKILLSANDPROCESSESOFSOCIALSTUDIES
Thefollowinglearningoutcomesprovidestudentswithaframeworkofdevelopmentalskillsandprocesses
thatareusedthroughoutthecurriculum.Theseoutcomesarenotintendedtobetaughtinisolation,but
rathershouldbeintegratedincontextwithcontentrelatedtotheotherfourcurriculumorganizers.
to:
A1 applycriticalthinkingskills
includingcomparing,classifying,
inferring,imagining,verifying,
identifyingrelationships,
summarizing,anddrawing
conclusionstoarangeof
problemsandissues
withteacherandpeersupport,selectarelevantproblemor
issueforinquiry
usecomparing,classifying,inferring,imagining,verifying,
identifyingrelationships,andsummarizingtoclarifyand
defineaproblemorissue
comparearangeofpointsofviewonanissueorproblem
drawconclusionsaboutaproblemorissue
A2 interpretgraphs,tables,aerial
photos,andvarioustypesof
maps
locateandmapcontinents,oceans,andseasusingsimple
grids,scales,andlegends
locatetheprimemeridian,equator,TropicofCancer,Tropicof
Capricorn,Arcticcircle,andAntarcticcircleonaglobeormap
oftheworld
recognizetherelationshipbetweentimezonesandlinesof
longitude
comparehowgraphs,tables,aerialphotos,andmaps
representinformation
representthesameinformationintwoormoregraphicforms
(e.g.,graphs,tables,thematicmaps)
A3 evaluatethecredibilityand
reliabilityofselectedsources
withpeerandteachersupport,determinecriteriafor
evaluatinginformationsourcesforcredibilityandreliability
(e.g.,context,authenticvoice,source,objectivity,evidence,
authorship)
applycriteriatoevaluateselectedsourcesforcredibilityand
reliability
SOCIALSTUDIESGRADE6
A4 deliveraformalpresentation clarifyatopicforpresentation
distinguishbetweenprimarysourcesandsecondarysources
collectandorganizeinformationonatopicoftheirchoice
(e.g.,aselectedcountry)
drawconclusionsfromcollectedinformation
plan,prepare,anddeliverapresentationonaselectedtopic
(e.g.,acountryoftheirchoice)
prepareabibliography,usingaconsistentstyletocitebooks,
magazines,interviews,websites,andothersourcesused
A5 implementaplanofactionto
addressaselectedlocalorglobal
problemorissue
appreciatethehistoricalbasisofselectedcontemporaryissues
selectwaystoclarifyaspecificproblemorissue(e.g.,
discussion,debate,research)
compareandassesstwoormoreperspectivesonalocalor
globalproblemorissue
considerreasonsfordifferingperspectives(e.g.,personal
experiences,beliefsandvalues)
defendapositiononanationalorglobalissue
collectandorganizeinformationtosupporttheircourseof
action
giveexamplestodemonstrateawarenessthattheiractions
mayhaveconsequencesforotherslocallyorglobally(e.g.,
consumerchoices)
identifyopportunitiesforcivicparticipationattheschool,
community,provincial,national,andgloballevels
individuallyoringroups,implementaplanofactionto
addressaproblemorissue(e.g.,fundraisingcampaign,
clothingorfooddrive,letterwriting,editorialinschoolor
communitynewspaper,petition)
SOCIALSTUDIESGRADE6
IDENTITY,SOCIETY,ANDCULTURE
to:
B1 assessdiverseconceptsof
Canadianidentity
identifyarangeofwaysinwhichindividualsexperience
culturalinfluences(e.g.,theirownheritage,theculturesof
peopleintheircommunity,culturestheyreadaboutorseeon
TV)
describecharacteristicsofCanadiancultureandidentity(e.g.,
Aboriginalcultures,officialbilingualism,education,health
care,religions,military,specialinterestgroups,service
organizations,sportsandrecreationactivities,stampsand
currency,multiculturalismandtheculturalmosaic)
explainhowCanadasidentityhasbeenandcontinuestobe
shapedbyitsglobalparticipation(e.g.,decisiontoenterornot
enterglobalconflicts,peacekeeping,foreignaid,immigration
policies)
prepareapresentationonthecontributionsofoneormore
culturalgroupstoBritishColumbiaandtoCanadianidentity
B2 compareCanadiansocietywith
thesocietyofanothercountry
compareCanadiansocietywiththesocietyofanothercountry
intermsofcharacteristicssuchashistory,dailylife,work,
language,familystructures,ageroles,genderroles,and
religionandbeliefs
comparetherolesofspecificsocialstructuresand
organizations(e.g.,education,healthcare,religions,military,
specialinterestgroups,serviceorganizations)inCanadato
thoseofothercountriesstudied
describeexamplesofdifferentapproachestoculturaldiversity
inCanadaandinotherculturesandsocietiesstudied,suchas
segregation,assimilation,integration,andpluralism(e.g.,
multiculturalismpolicies,settlementpatterns,residential
schools,Apartheid,theHolocaust,internmentofJapanese
Canadians,ChineseHeadTax,casteandclasssystems)
B3 relateasocietysartistic
expressiontoitsculture
giveexamplesoftheartisticexpressionofaselectedculture
(e.g.,painting,sculpture,textiles,music,dance,theatre,
masks,poetry,storytelling,bodyart)
drawconnectionsbetweenanartisticexpressionand
particularaspectsoftheculturethatitreflects(e.g.,materials,
environment,beliefsystems,values)
SOCIALSTUDIESGRADE6
GOVERNANCE
to:
C1 comparethefederalgovernment
inCanadawithnational
governmentsofothercountries
comparecharacteristicsofthefederalgovernmentinCanada
withthoseofoneormoreothercountries,including
rolesandresponsibilitiesofmembersofgovernment(e.g.,
primeminister,president,governor,MP,senator)
componentsofgovernment(e.g.,HouseofCommons,
HouseofLords,senate,province,state,prefecture,
canton)
governmentdecisionmakingstructuresandformsofrule
(e.g.,monarchy,republic,dictatorship,parliamentary
democracy)
electoralprocesses(e.g.,politicalparties,voting,
representation)
C2 describekeycharacteristicsof
thejusticesysteminCanada
differentiatebetweentherolesoflawenforcement(police)
andlawadministration(thecourts)
throughmocktrialsorcasestudies,identifytherolesand
procedureswithintheprovincialandfederalcourtsystemsin
Canada(e.g.,judge,jury,courtclerk,witnesses,plaintiff,
accused,sheriff,lawyer)
C3 assessequalityandfairnessin
Canadawithreferencetothe
CanadianCharterofRightsand
Freedoms
describethekeyprovisionsoftheCanadianCharterofRights
andFreedoms
describetheroleoftheCharterinestablishingequalityand
fairnessforallCanadians(e.g.,addressingcasesof
discrimination)
givenspecificcaseexamplesofpastincidentsofinequality
(e.g.,ChineseHeadTax,internmentofJapaneseCanadians,
residentialschools,suffrage,discriminatoryfederal
governmentlabourpracticesrelatedtogenderandsexual
orientation),speculatehowthesecasesmightbehandled
todayundertheCharter
SOCIALSTUDIESGRADE6
C4 compareindividualand
collectiverightsand
responsibilitiesinCanadawith
thoseinothercountries
giveexamplestoshowhowbelongingtoacommunitycan
involvesomelimitationsonpersonalfreedomforthesakeof
collectivewellbeing
giveexamplesofhowtheexerciseofpowerandauthoritycan
affectanindividualsrights(e.g.,rules,laws,studentcouncils,
peergroups,teams)
comparespecificexamplesofindividualrightsand
responsibilitiesinCanadawiththoseinselectedother
countries(e.g.,rightsrelatedtoage,gender,religion)
basedoncasestudies,investigations,anddiscussions,create
anindividualorclassdefinitionoftherightsand
responsibilitiesofaglobalcitizen
C5 describetheroleofCanadain
theworld
identifyinternationalorganizationstowhichCanadabelongs
(e.g.,theCommonwealth,OrganisationInternationaledela
Francophonie,OrganizationofAmericanStates,theAsian
PacificEconomicCommunity,theUnitedNations,the
InternationalOlympicCommittee)
identifyCanadasparticipationinorganizationsthatsupport
communities(e.g.,UNICEF,RedCross,HabitatforHumanity,
localexamples)
describeCanadasroleinthedevelopmentandoperationof
theUnitedNations
identifykeyeventsinvolvingCanadasparticipationinthe
world(e.g.,WorldWars,KoreanWar,peacekeeping,Kyoto
Accord,landminestreaty)
prepareapresentationonthecontributionsofindividual
Canadiansinglobaleventsandissues(e.g.,LouiseArbour,
BobHunter,StephenLewis,CraigKielberger,LesterPearson)
ECONOMYANDTECHNOLOGY
to:
D1 describetheimportanceoftrade
forBCandCanada
givereasonsfortradebetweenregionsandcountries(e.g.,
labourforce,accesstonewmarkets,accesstoresources,new
technologies)
giveexamplesofCanadastraderelationships,withreference
to
goodsimportedandexported
tradingpartners
SOCIALSTUDIESGRADE6
D2 analysethesignificanceof
communicationstechnologiesin
Canada
giveexamplesoftheimpactofcommunicationstechnologies
onthelivesofCanadians(e.g.,telecommuting,synchronous
communication,connectingremotecommunities,economic
benefits,increasedawarenessofglobalissues)
giveexamplesofhowcommunicationstechnologieshave
contributedtotheroleandprofileofCanadaintheworld
assesstheroleofcommunicationstechnologiesincreatinga
globalcommunity
identifythecontributionsofCanadaandCanadianstothe
developmentofvariouscommunicationssystems(e.g.,Signal
Hill,AlexanderGrahamBell)
D3 evaluateeffectsoftechnologyon
lifestylesandenvironments
giveexamplesofwaysinwhichtechnologyinfluenceswayof
life(e.g.,accesstoenergy,transportationandcommunication
systems,urbanization,industrialization,accesstoconsumer
products)
giveexamplesofhowtheirconsumerchoicesmayaffect
peopleelsewhereintheworld(e.g.,employment,resource
depletion,childlabour,wastedisposal,pollution)
D4 compareCanadaseconomy,
technology,andqualityoflife
withthoseinoneormore
selectedcountries
giveexamplestodemonstrateawarenessthataccesstowealth
andresourcesisrelatedtothedistributionofpowerand
authority
givespecificexamplesofhowwealthandresourcesare
unevenlydistributedintheworld
useappropriateterminologytodescribeeconomicactivityof
nations(e.g.,industrialized,developed,developing,least
developed)
identifyfactorsthataffectqualityoflifeforyoungpeoplein
theworld(e.g.,labourpractices;accesstoeducation,shelter,
foodandwater,healthcare)
SOCIALSTUDIESGRADE6
HUMANANDPHYSICALENVIRONMENT
to:
E1 assesstherelationshipbetween
culturesandtheirenvironments
onamap,locatemajorgeographicfeatures(e.g.,mountains,
rivers,lakes,oceans)ofselectedcountries
usingmaps,climagraphs,andotherresources,identifythe
majorenvironmentalfeatures(e.g.,forests,deserts,plains,
precipitation,temperature)ofselectedcountriesandregions
studied
giveexamplesofhowgeographicfeatureshaveaffectedthe
developmentofculturesinselectedcountriesorregions(e.g.,
majoreconomicactivities,transportationmethods,shelter,
agriculture,artisticexpression,recreationalactivities)
E2 describefactorsthataffect
settlementpatternsand
populationdistributionin
selectedcountries
useappropriateterminologytodiscusspopulationand
settlement(e.g.,rural,urban,suburban,metropolitan,regional
district,density,immigration,emigration)
identifyfactorsthatinfluencethemovementofpeople(e.g.,
environmentalfactors,economicfactors,politicalfactors,
conflict,technologicalchange),andgivespecificexamplesin
relationtocountriesstudied
DAILYPHYSICALACTIVITYGRADE6
DAILYPHYSICALACTIVITYGRADE6
to:
participateinphysicalactivities
foraminimumof30minutes
duringeachschoolday
participateindailyphysicalactivities
participateinphysicalactivityinblocksofatleast10minutes
atatime,totallingaminimumof30minutesperday
participateinarangeofendurance
activities
participateinphysicalactivitiesthathelpdeveloptheir
cardiovascularendurance
participatedailyinenduranceactivities(e.g.,briskwalking,
swimming,cycling,jogging,soccer,aerobics,dancing,cross
countryskiing,relaygames,taggames)
participateinarangeofstrength
activities
participateinactivitiesthathelpdeveloptheirstrength
participatedailyinactivitiesthathelptodevelopthestrength
ofdifferentmusclegroups(e.g.,ropeclimbing,pushups,
racquetandballgames,corestrengthtraining,skating)
participateinarangeofflexibility
activities
participateinactivitiesthathelpdeveloptheirflexibility
participatedailyinactivitiesthathelptodevelopthe
flexibilityofdifferentpartsofthebody(e.g.,stretches,
pilates,dancing)

Gr6curric RBC Curriculum Draft Document For Grade 6eq

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For ease of reference, this Grade 6 Curriculum Package compiles all Prescribed Learning

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