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June 2016 www.curriculum.gov.bc.ca © Province of British Columbia • 1

Area of Learning: ARTS EDUCATION Kindergarten

BIG IDEAS

People create art to express

who they are as individuals

and community.

Engagement in the arts

creates opportunities for inquiry

through purposeful play.

Dance, drama, music, and

visual arts express meaning

in unique ways.

People connect to others and

share ideas through the arts.

Learning Standards

Curricular Competencies Aboriginal Content

Students will be able to use creative processes to:

Exploring and creating

Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts

Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play

Explore artistic expressions of themselves and community through creative processes

Reasoning and reflecting

Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques

Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination

Reflect on creative processes and make connections to other experiences

Communicating and documenting

Interpret how symbols are used through the arts

Express feelings, ideas, stories, observations, and experiences through the arts

Describe and respond to works of art

Experience, document and share creative works in a variety of ways

Demonstrate increasingly sophisticated application and/or engagement of curricular content

Students are expected to know the following:

traditional and contemporary Aboriginal arts and arts-making processes

Aboriginal arts: dances, songs, stories, and objects created by Aboriginal peoples for use in daily life or to serve a purpose inspired by ceremonies or rituals as part of cultural tradition


Area of Learning: ARTS EDUCATION Grade 1

BIG IDEAS

People create art to express

who they are as individuals

and community.

Engagement in the arts

creates opportunities for inquiry

through purposeful play.

Dance, drama, music, and

visual arts express meaning

in unique ways.

People connect to others and

share ideas through the arts.

Learning Standards






Explore artistic expressions of themselves and community through creative processes



Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination



Interpret symbols and how they can be used to express meaning through the arts

Express feelings, ideas, stories, observations, and experiences through the arts






a variety of local works of art and artistic traditions from diverse cultures and communities




BIG IDEAS

Creative expression develops our

unique identity and voice.

Inquiry through the arts creates

opportunities for risk taking.

Dance, drama, music, and visual

arts are each unique languages

for creating and communicating.

People connect to the hearts and

minds of others in a variety of

places and times through the arts.

Learning Standards





Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

Explore personal experience, community, and culture through arts activities



Develop processes and technical skills in a variety of art forms to refine artistic abilities



Interpret symbolism and how it can be used to express meaning through the arts

Express feelings, ideas, stories, observations, and experiences through creative works






a variety of local works of art and artistic traditions from diverse cultures, communities, times, and places




BIG IDEAS

The mind and body work together

when creating works of art.

Creative experiences involve an

interplay between exploration,

inquiry, and purposeful choice.




The arts connect our experiences

to the experiences of others.

Learning Standards




Choose elements, processes, materials, movements, technologies, tools, techniques, and environments of the arts


Explore identity, place, culture, and belonging through arts experiences

Explore relationships among cultures, communities, and the arts


Observe, listen, describe, inquire, and predict how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques

Refine ideas, processes, and technical skills in a variety of art forms

Reflect on creative processes and make connections to personal experiences

Connect knowledge and skills from other areas of learning in planning, creating, and interpreting works for art


Apply learned skills, understandings, and processes in new contexts

Interpret and communicate ideas using symbolism in the arts

Express feelings, ideas, and experiences in creative ways

Describe and respond to visual and performing art pieces and provide constructive feedback





a variety of local works of art and artistic traditions from diverse cultures, communities, times, and places




BIG IDEAS

Creative expression is a means to

explore and share one’s identity

within a community.

Artists experiment in a variety of

ways to discover new possibilities.




Exploring works of art exposes

us to diverse values, knowledge,

and perspectives.

Learning Standards




Choose artistic elements, processes, materials, movements, technologies, tools, techniques and environments using combinations and selections for specific purposes in art making


Explore identity, place, culture, and belonging through arts experiences

Explore relationships among cultures, societies, and the arts


Observe, listen, describe, inquire and predict how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate

Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations


Connect knowledge and skills from other areas of learning in planning, creating, interpreting, and analyzing works for art



a variety of regional and national works of art and artistic traditions from diverse cultures, communities, times, and places




Learning Standards (continued)



Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences

Interpret and communicate ideas using symbolism to express meaning through the arts

Express, feelings, ideas, and experiences in creative ways

Describe and respond to works of art and explore artists’ intent

Experience, document and present creative works in a variety of ways




BIG IDEAS

Engaging in creative expression

and experiences expands people’s

sense of identity and belonging.

Artists experiment in a variety of

ways to discover new possibilities

and perspectives.

Dance, drama, music and visual



Works of art influence and are

influenced by the world around us.

Learning Standards




Intentionally select artistic elements, processes, materials, movements, technologies, tools, techniques, and environments to express meaning in their work


Explore connections to identity, place, culture, and belonging through creative expression

Explore a range of cultures, and the relationships among cultures, societies, and the arts


Observe, listen, describe, inquire and predict how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate


Reflect on creative processes as an individual and as a group, and make connections to other experiences

Connect knowledge and skills from other areas of learning in planning, creating, interpreting, and analyzing works for art

Examine relationships between the arts and the wider world



a variety of regional and national works of art and artistic traditions from diverse cultures, communities, times, and places








Interpret and communicate ideas using symbols and elements to express meaning through the arts

Express, feelings, ideas, and experiences through the arts

Describe and respond to works of art and explore artists’ intent





BIG IDEAS

Engaging in creative expression

and experiences expands people’s

sense of identity and community.

Artistic expressions differ

across time and place.




Experiencing art is a means to

develop empathy for others’

perspectives and experiences.

Learning Standards




Intentionally select, apply, combine, and arrange artistic elements, processes, materials, movements, technologies, tools, techniques, and environments in art making


Explore relationships between identity, place, culture, society, and belonging through the arts

Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts


Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts


Reflect on works of art and creative processes to understand artists’ intentions

Interpret creative works using knowledge and skills from various areas of learning




a variety of national and international works of art and artistic traditions from diverse cultures, communities, times, and places









Take creative risks to express feelings, ideas, and experiences


Describe, interpret and respond to works of art and explore artists’ intent





BIG IDEAS

Through art making, one’s sense

of identity and community

continually evolves.

Experiencing art challenges our

point of view and expands our

understanding of others.




Engaging in the arts develops

people’s ability to understand and

express complex ideas.

Learning Standards




Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making


Explore relationships between identity, place, culture, society, and belonging through the arts



Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts


Reflect on works of art and creative processes to understand artists’ intentions

Interpret works of art using knowledge and skills from various areas of learning





ethical considerations and cultural appropriation related to the arts











Describe, interpret and respond to works of art

Experience, document, choreograph, perform, and share creative works in a variety of ways




BIG IDEAS

Creative growth requires patience,

readiness to take risks, and

willingness to try new approaches.

Individual and collective

expression can be achieved

through the arts.




Artists often challenge the

status quo and open us to new

perspectives and experiences.

Learning Standards




Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making


Explore relationships between identity, place, culture, society, and belonging through arts activities and experiences



Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas

Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations

Reflect on works of art and creative processes to understand artists motivations and meanings

Interpret works of art using knowledge and skills from various areas of learning

Respond to works of art using one’s knowledge of the world




ethical considerations and cultural appropriation related to the arts










Describe, interpret and respond to works of art

Experience, document, choreograph, perform, and share creative works in a variety of ways

Use the arts to communicate, respond to and understand environmental and global issues



Area of Learning: ARTS EDUCATION — General Grade 9

BIG IDEAS

Identity is explored, expressed,

and impacted through

arts experiences.

The arts provide opportunities to gain

insight into the perspectives and

experiences of people from a variety of

times, places, and cultures.

Creative arts experiences can

build community and nurture

relationships with others.


arts each use their own unique

sensory language for creating

and communicating.

Learning Standards




Create artistic works both collaboratively and as an individual using ideas inspired by imagination, inquiry, and purposeful play

Explore materials, environments, tools, and techniques by combining and arranging elements, processes, and principles


Explore relationships between identity, place, culture, society, and belonging through artistic experiences

Select and combine elements and principles of the arts to intentionally create a particular mood, effect, or meaning


Describe, interpret, and evaluate how artists use tools, processes, technologies, materials, and environments to create and communicate ideas

Develop, refine, document, and critically appraise ideas, processes, and technical skills to improve the quality of works of art


Adapt and apply learned skills, understandings, and processes for use in new contexts and for different purposes and audiences

Compose, interpret, and expand ideas using symbolism, imagery, and elements

Revise, refine, analyze, and document creative works and experiences to enhance presentation and/or performance in a variety of ways


traditional and contemporary Aboriginal worldviews and cross-cultural perspectives communicated through artistic works

the ethics of cultural appropriation and plagiarism



Area of Learning: ARTS EDUCATION — General Grade 9



Connecting and expanding

Reflect on works of art and creative processes to make connections to personal learning and experiences

Take creative risks to experience and express thoughts, emotions, ideas, and meaning

Demonstrate respect for themselves, others, and the audience

Collaborate through reciprocal relationships during creative processes

Create personally meaningful bodies of artistic works that demonstrate an understanding and appreciation of social, cultural, environmental, and historical contexts



Area of Learning: ARTS EDUCATION — Dance Grade 9

BIG IDEAS



dance experiences.

Dance provides opportunities to gain insight

into perspectives and experiences of people

from a variety of times, places, and cultures.

Collaborative dance experiences

can build community and nurture


Dance uses a unique

sensory language for

creating and communicating.

Learning Standards




Select and combine the elements of dance to intentionally create a particular mood, meaning, or purpose

Create movement phrases both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play

Explore relationships between identity, place, culture, society, and belonging through movement experiences

Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to dance


Take creative risks to experience and express thoughts, emotions, and meaning


Describe, interpret, and evaluate how dancers and choreographers use the elements of dance and choreographic structures to create and communicate ideas

Develop and refine ideas, movement, and technical skills to improve the quality of performance pieces

Receive, offer, and apply constructive feedback


traditional and contemporary Aboriginal worldviews and cross-cultural perspectives communicated through movement and dance




Area of Learning: ARTS EDUCATION — Dance Grade 9






Revise, refine, analyze, and document creative works and experiences to enhance presentation in a variety of ways







Area of Learning: ARTS EDUCATION — Drama Grade 9

BIG IDEAS



drama experiences.

Drama provides opportunities to gain insight



Collaborative drama experiences



Drama uses a unique



Learning Standards




Select and combine dramatic elements and principles to intentionally create a particular mood, effect, and meaning

Create dramatic works both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play

Explore relationships between identity, place, culture, society, and belonging through dramatic experiences

Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental in relation to drama



Describe, interpret, and evaluate how performers and playwrights use dramatic structures, elements, and techniques to create and communicate ideas

Develop and refine ideas and technical skills to improve the quality of performance pieces





Revise, refine, analyze, and document performance pieces and experiences to enhance presentation in a variety of ways


traditional and contemporary Aboriginal worldviews and cross-cultural perspectives communicated through storytelling and drama




Area of Learning: ARTS EDUCATION — Drama Grade 9




Reflect on creative processes to make connections to personal learning and experiences






Area of Learning: ARTS EDUCATION — Music Grade 9

BIG IDEAS



music experiences.

Music provides opportunities to gain insight



Collaborative music experiences



Music uses a unique sensory

language for creating and

communicating.

Learning Standards




Perform collaboratively in both solo and ensemble contexts

Demonstrate an understanding of personal, social, cultural, historical, and environmental contexts through a variety of musical experiences

Select and combine musical elements and techniques to interpret an idea or define style, creating a particular mood or effect

Develop appropriate musical vocabulary, skills, and techniques

Take musical risks to experience self-growth

Contribute to create processes through collaborative and independent musical study


Describe, interpret, and consider how musicians use techniques, technology, and environments in composition and performance

Develop, refine, document, and critically appraise ideas, processes, and technical skills to improve the quality of musicianship



Adapt and apply learned musical skills, understandings, and techniques for use in new contexts and for different purposes and audiences

Revise, refine, analyze, and document musical experiences to enhance learning


traditional and contemporary Aboriginal worldviews and cross-cultural perspectives communicated through song




Area of Learning: ARTS EDUCATION — Music Grade 9




Reflect on musical performance to make connections to personal learning and experiences

Take musical risks to experience synchronicity among ensemble members and their audience




Area of Learning: ARTS EDUCATION — Visual Arts Grade 9

BIG IDEAS



visual arts experiences.

The visual arts provide opportunities to gain insight

into perspectives and experiences of people from a

variety of times, places, and cultures.

Art experiences can build

community and nurture


The visual arts use a unique



Learning Standards




Create both collaboratively and as an individual, using ideas inspired by imagination, inquiry, and purposeful play

Explore materials, technologies, processes, and environments by combining and arranging elements, principles, and image design strategies

Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts

Demonstrate active engagement and discipline in creating works of art and resolving creative challenges

Explore relationships between identity, place, culture, society, and belonging through artistic experiences

Select and combine elements and principles of the arts to intentionally create a particular mood or meaning


Describe, interpret, and evaluate how artists use technologies, processes, materials, and environments to create and communicate ideas

Develop, refine, document, and critically appraise ideas, processes, and technical skills

Reflect on their art-making process and development as artists


traditional and contemporary Aboriginal worldviews and cross-cultural perspectives as communicated through visual arts




Area of Learning: ARTS EDUCATION — Visual Arts Grade 9




Create works of art using materials, technologies, and processes for different purposes and audiences

Compose, interpret, and expand ideas using symbolism, metaphor, and design strategies

Revise, refine, analyze, and document creative works and experiences

Present or share personal works of art





Collaborate through reciprocal relationships during the creative process

Create personally meaningful artistic works that demonstrate an understanding and appreciation of social, cultural, environmental, and historical contexts


August 2015 – DRAFT CURRICULUM www.curriculum.gov.bc.ca © Province of British Columbia • 1

Area of Learning: SOCIAL STUDIES — Identity and Families Kindergarten

BIG IDEAS

Our communities are diverse and made of individuals who

have a lot in common.

Stories and traditions about ourselves and our families

reflect who we are and where we are from.

Rights, roles, and responsibilities shape our identity and help

us build healthy relationships with others.

Learning Standards

Curricular Competencies Content

Students are expected to be able to do the following:

Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

Explain the significance of personal or local events, objects, people, and places (significance)

Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence)

Sequence objects, images, and events, and distinguish between what has changed and what has stayed the same (continuity and change)

Recognize the causes and consequences of events, decisions, and developments in their lives (cause and consequence)

Acknowledge different perspectives on people, places, issues, and events in their lives (perspective)

Identify fair and unfair aspects of events, decisions, and actions in their lives and consider appropriate courses of action (ethical judgment)


ways in which individuals and families differ and are the same

personal and family history and traditions

needs and wants of individuals and families

rights, roles, and responsibilities of individuals and groups

people, places, and events in the local community, and in local First Peoples communities


Area of Learning: SOCIAL STUDIES — Local Communities Grade 1

BIG IDEAS

We shape the local environment, and the local environment shapes

who we are and how we live.

Our rights, roles, and responsibilities are important for

building strong communities.

Healthy communities recognize and respect the diversity

of individuals and care for the local environment.

Learning Standards




Explain the significance of personal or local events, objects, people, and places (significance)


Sequence objects, images, and events, and distinguish between what has changed and what has stayed the same (continuity and change)

Recognize the causes and consequences of events, decisions, and developments in their lives (cause and consequence)

Explore different perspectives on people, places, issues, and events in their lives (perspective)

Identify fair and unfair aspects of events, decisions, and actions in their lives and consider appropriate courses of action (ethical judgment)


characteristics of the local community that provide organization and meet the needs of the community

diverse cultures, backgrounds, and perspectives within the local and other communities

relationships between a community and its environment

roles, rights, and responsibilities in the local community

key events and developments in the local community, and in local First Peoples communities

natural and human-made features of the local environment


Area of Learning: SOCIAL STUDIES — Regional and Global Communities Grade 2

BIG IDEAS

Local actions have global consequences, and global actions

have local consequences.

Canada is made up of many diverse regions and communities.

Individuals have rights and responsibilities as global citizens.

Learning Standards




Explain why people, events, and places are significant to various individuals and groups (significance)


Sequence objects, images, and events, and explain why some aspects change and others stay the same (continuity and change)

Recognize the causes and consequences of events, decisions, and developments (cause and consequence)

Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, and events (perspective)

Make value judgments about events, decisions, and actions, and suggest lessons that can be learned (ethical judgment)


diverse characteristics of communities and cultures in Canada and around the world, including at least one Canadian First Peoples community and culture

how people’s needs and wants are met in communities

relationships between people and the environment in different communities

diverse features of the environment in other parts of Canada and the world

rights and responsibilities of individuals regionally and globally

roles and responsibilities of regional governments


Area of Learning: SOCIAL STUDIES — Global Indigenous Peoples Grade 3

BIG IDEAS

Learning about indigenous peoples nurtures multicultural awareness

and respect for diversity.

People from diverse cultures and societies share some common experiences and aspects of life.

Indigenous knowledge is passed down through oral

history, traditions, and collective memory.

Indigenous societies throughout the world value the well-being

of the self, the land, spirits, and ancestors.

Learning Standards




Explain why people, events, and places are significant to various individuals and groups (significance)


Sequence objects, images, and events, and explain why some aspects change and others stay the same (continuity and change)

Recognize the causes and consequences of events, decisions, and developments (cause and consequence)

Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, and events

Make value judgments about events, decisions, and actions, and suggest lessons that can be learned (ethical judgment)


cultural characteristics and ways of life of local First Peoples and global indigenous peoples

aspects of life shared by and common to peoples and cultures

interconnections of cultural and technological innovations of global and local indigenous peoples

governance and social organization in local and global indigenous societies

oral history, traditional stories, and artifacts as evidence about past First Peoples cultures

relationship between humans and their environment


Area of Learning: SOCIAL STUDIES — First Peoples and European Contact Grade 4

BIG IDEAS

The pursuit of valuable natural resources has played a key role in

changing the land, people, and communities of Canada.

Interactions between First Peoples and Europeans lead to conflict and cooperation,

which continues to shape Canada’s identity.

Demographic changes in North America created shifts in

economic and political power.

British Columbia followed a unique path in becoming a

part of Canada.

Learning Standards




Construct arguments defending the significance of individuals/groups, places, events, and developments (significance)

Ask questions, corroborate inferences, and draw conclusions about the content and origins of different sources (evidence)

Sequence objects, images, and events, and determine continuities and changes between different time periods and places (continuity and change)

Differentiate between intended and unintended consequences of events, decisions, and developments, and speculate about alternative outcomes (cause and consequence)

Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times and places (perspective)

Make ethical judgments about events, decisions, and actions that consider the conditions of a particular time and place (ethical judgment)


early contact, trade, cooperation, and conflict between First Peoples and European peoples

the fur trade in pre-Confederation Canada and British Columbia

demographic changes in pre-Confederation British Columbia in both First Peoples and non-First Peoples communities

economic and political factors that influenced the colonization of British Columbia and its entry into Confederation

the impact of colonization on First Peoples societies in British Columbia and Canada

the history of the local community and of local First Peoples communities


Area of Learning: SOCIAL STUDIES — Canadian Issues and Governance Grade 5

BIG IDEAS

Canada’s policies and treatment of minority peoples have negative and

positive legacies.

Natural resources continue to shape the economy and identity of different regions of Canada.

Immigration and multiculturalism continue to shape Canadian

society and identity.

Canadian institutions and government reflect the challenge

of our regional diversity.

Learning Standards





Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources, including mass media (evidence)

Sequence objects, images, and events, and recognize the positive and negative aspects of continuities and changes in the past and present (continuity and change)

Differentiate between intended and unintended consequences of events, decisions, and developments, and speculate about alternative outcomes (cause and consequence)

Take stakeholders’ perspectives on issues, developments, and events by making inferences about their beliefs, values, and motivations (perspective)

Make ethical judgments about events, decisions, and actions that consider the conditions of a particular time and place, and assess appropriate ways to respond (ethical judgment)


the changing nature of Canadian immigration over time

past discriminatory government policies and actions, such as the Head Tax, the Komagata Maru incident, residential schools, and internments

human rights and responses to discrimination in Canadian society

levels of government (First Peoples, federal, provincial, and municipal), their main functions, and sources of funding

participation and representation in Canada’s system of government

resources and economic development in different regions of Canada

First Peoples land ownership and use


Area of Learning: SOCIAL STUDIES — Global Issues and Governance Grade 6

BIG IDEAS

Economic self-interest can be a significant cause of conflict among

peoples and governments.

Complex global problems require international cooperation to make difficult choices

for the future.

Systems of government vary in their respect for human

rights and freedoms.

Media sources can both positively and negatively affect our

understanding of important events and issues.

Learning Standards





Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources, including mass media (evidence)

Sequence objects, images, and events, and recognize the positive and negative aspects of continuities and changes in the past and present (continuity and change)

Differentiate between short- and long-term causes, and intended and unintended consequences, of events, decisions, and developments (cause and consequence)

Take stakeholders’ perspectives on issues, developments, and events by making inferences about their beliefs, values, and motivations (perspective)

Make ethical judgments about events, decisions, and actions that consider the conditions of a particular time and place, and assess appropriate ways to respond (ethical judgment)


the urbanization and migration of people

global poverty and inequality issues, including class structure and gender

roles of individuals, governmental organizations, and NGOs, including groups representing indigenous peoples

different systems of government

economic policies and resource management, including effects on indigenous peoples

globalization and economic interdependence

international cooperation and responses to global issues

regional and international conflict

media technologies and coverage of current events


Area of Learning: SOCIAL STUDIES — The Ancient World to the 7th Century Grade 7

BIG IDEAS

Geographic conditions shaped the emergence of civilizations.

Religious and cultural practices that emerged during this period

have endured and continue to influence people.

Increasingly complex societies required new systems of

laws and government.

Economic specialization and trade networks can lead to conflict and cooperation between societies.

Learning Standards




Assess the significance of people, places, events, and developments at particular times and places (significance)

Determine what is significant in an account, narrative, map, and text (significance)

Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions (evidence)

Characterize different time periods in history, including periods of progress and decline, and identify key turning points that marked periods of change (continuity and change)

Determine what factors led to particular decisions, actions, and events, and assess their short- and long-term consequences (cause and consequence)

Explain different perspectives on past or present people, places, issues, and events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective)

Make ethical judgments about past events, decisions, and actions, and assess the limitations of drawing direct lessons from the past (ethical judgment)


anthropological origins of humans

human responses to particular geographic challenges and opportunities, including climates, landforms, and natural resources

features and characteristics of civilizations and factors that lead to their rise and fall

origins, core beliefs, narratives, practices, and influences of religions, including at least one indigenous to the Americas

scientific, philosophical, and technological developments

interactions and exchanges between past civilizations and cultures, including conflict, peace, trade, expansion, and migration

social, political, legal, governmental, and economic systems and structures, including at least one indigenous to the Americas


Area of Learning: SOCIAL STUDIES — 7th Century to 1750 Grade 8

BIG IDEAS

Contacts and conflicts between peoples stimulated significant

cultural, social, political change.

Human and environmental factors shape changes in

population and living standards.

Exploration, expansion, and colonization had varying

consequences for different groups.

Changing ideas about the world created tension between people wanting to adopt new ideas and

those wanting to preserve established traditions.

Learning Standards




Assess the significance of people, places, events, and developments at particular times and places (significance)

Determine what is significant in an account, narrative, map, and text (significance)

Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions (evidence)

Characterize different time periods in history, including periods of progress and decline, and identify key turning points that mark periods of change (continuity and change)

Determine what factors led to particular decisions, actions, and events, and assess their short-and long-term consequences (cause and consequence)

Explain different perspectives on past or present people, places, issues, and events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective)

Make ethical judgments about past events, decisions, and actions, and assess the limitations of drawing direct lessons from the past (ethical judgment)


social, political, and economic systems and structures, including those of at least one indigenous civilization

scientific and technological innovations

philosophical and cultural shifts

interactions and exchanges of resources, ideas, arts, and culture between and among different civilizations

exploration, expansion, and colonization

changes in population and living standards


Area of Learning: SOCIAL STUDIES — 1750 to 1919 Grade 9

BIG IDEAS

Emerging ideas and ideologies profoundly influence societies

and events.

The physical environment influences the nature of political,

social, and economic change.

Disparities in power alter the balance of relationships

between individuals and between societies.

Collective identity is constructed and can change over time.

Learning Standards




Assess the significance of people, places, events, and developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance)

Assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence)

Compare and contrast continuities and changes for different groups during this time period (continuity and change)

Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, and developments (cause and consequence)

Explain different perspectives on past or present people, places, issues, and events by considering prevailing norms, values, worldviews, and beliefs (perspective)

Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgments)

Make reasoned ethical judgments about controversial actions in the past and present, and whether we have a responsibility to respond (ethical judgment)


political, social, economic, and technological revolutions

the continuing effects of imperialism and colonialism on indigenous peoples in Canada and around the world

global demographic shifts, including patterns of migration and population growth

nationalism and the development of modern nation-states, including Canada

local, regional, and global conflicts

discriminatory policies, attitudes, and historical wrongs

physiographic features of Canada and geological processes


Area of Learning: SCIENCE Kindergarten

BIG IDEAS

Plants and animals have

observable features.

Humans interact with matter every

day through familiar materials.

The motion of objects depends

on their properties.

Daily and seasonal changes

affect all living things.

Learning Standards



Questioning and predicting

Demonstrate curiosity and a sense of wonder about the world

Observe objects and events in familiar contexts

Ask simple questions about familiar objects and events

Planning and conducting

Make exploratory observations using their senses

Safely manipulate materials

Make simple measurements using non-standard units

Processing and analyzing data and information

Experience and interpret the local environment

Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge

Discuss observations

Represent observations and ideas by drawing charts and simple pictographs

Applying and innovating

Take part in caring for self, family, classroom and school through personal approaches

Transfer and apply learning to new situations

Generate and introduce new or refined ideas when problem solving

Communicating

Share observations and ideas orally

Express and reflect on personal experiences of place


basic needs of plants and animals

adaptations of local plants and animals

local First Peoples uses of plants and animals

properties of familiar materials

effects of pushes/pulls on movement

effects of size, shape, and materials on movement

weather changes

seasonal changes

living things make changes to accommodate daily and seasonal cycles

First Peoples knowledge of seasonal changes


Area of Learning: SCIENCE Grade 1

BIG IDEAS

Living things have features and

behaviours that help them survive

in their environment.

Matter is useful because

of its properties.

Light and sound can be

produced and their properties

can be changed.

Observable patterns and

cycles occur in the local sky

and landscape.

Learning Standards






Ask questions about familiar objects and events

Make simple predictions about familiar objects and events


Make and record observations

Safely manipulate materials to test ideas and predictions

Make and record simple measurements using informal or non-standard methods




Sort and classify data and information using drawings, pictographs and provided tables

Compare observations with predictions through discussion

Identify simple patterns and connections

Evaluating

Compare observations with those of others

Consider some environmental consequences of their actions


classification of living and non-living things

names of local plants and animals

structural features of living things in the local environment

behavioural adaptations of animals in the local environment

specific properties of materials allow us to use them in different ways

natural and artificial sources of light and sound

properties of light and sound depend on their source and the objects with which they interact

common objects in the sky

the knowledge of First Peoples

— shared First Peoples knowledge of the sky

— local First Peoples knowledge of the local landscape, plants and animals

— local First Peoples understanding and use of seasonal rounds

local patterns that occur on Earth and in the sky









Communicating

Communicate observations and ideas using oral or written language, drawing, or role-play




BIG IDEAS

Living things have life cycles

adapted to their environment.

Materials can be changed through

physical and chemical processes.

Forces influence the motion

of an object.

Water is essential to all

living things, and it cycles through

the environment.

Learning Standards






Ask questions about familiar objects and events

Make simple predictions about familiar objects and events


Make and record observations

Safely manipulate materials to test ideas and predictions

Make and record simple measurements using informal or non-standard methods




Sort and classify data and information using drawings, pictographs and provided tables

Compare observations with predictions through discussion

Identify simple patterns and connections

Evaluating

Compare observations with those of others

Consider some environmental consequences of their actions


metamorphic and non-metamorphic life cycles of different organisms

similarities and differences between offspring and parent

First Peoples use of their knowledge of life cycles

physical ways of changing materials

chemical ways of changing materials

types of forces

water sources including local watersheds

water conservation

the water cycle

local First People’s knowledge of water:

— water cycles

— conservation

— connection to other systems









Communicating

Communicate observations and ideas using oral or written language, drawing, or role-play




BIG IDEAS

Living things are diverse, can be grouped,

and interact in their ecosystems.

All matter is made of

particles.

Thermal energy can be produced

and transferred.

Wind, water, and ice change

the shape of the land.

Learning Standards






Identify questions about familiar objects and events that can be investigated scientifically

Make predictions based on prior knowledge


Suggest ways to plan and conduct an inquiry to find answers to their questions

Consider ethical responsibilities when deciding how to conduct an experiment

Safely use appropriate tools to make observations and measurements, using formal measurements and digital technology as appropriate

Make observations about living and non-living things in the local environment

Collect simple data



Identify First Peoples perspectives and knowledge as sources of information

Sort and classify data and information using drawings or provided tables

Use tables, simple bar graphs, or other formats to represent data and show simple patterns and trends

Compare results with predictions, suggesting possible reasons for findings


biodiversity in the local environment

the knowledge of local First Peoples of ecosystems

energy is needed for life

matter is anything that has mass and takes up space

atoms are building blocks of matter

sources of thermal energy

transfer of thermal energy

major local landforms

local First Peoples knowledge of local landforms

observable changes in the local environment caused by erosion and deposition by wind, water, and ice





Evaluating

Make simple inferences based on their results and prior knowledge

Reflect on whether an investigation was a fair test

Demonstrate an understanding and appreciation of evidence

Identify some simple environmental implications of their and others’ actions


Contribute to care for self, others, school, and neighbourhood through personal or collaborative approaches

Co-operatively design projects



Communicating

Represent and communicate ideas and findings in a variety of ways, such as diagrams and simple reports, using digital technologies as appropriate

Express and reflect on personal or shared experiences of place



BIG IDEAS

All living things sense and respond

to their environment.

Matter has mass, takes up space,

and can change phase.

Energy can be

transformed.

The motions of Earth and the moon cause

observable patterns that affect living and

non-living systems.

Learning Standards




Demonstrate curiosity about the natural world


Identify questions about familiar objects and events that can be investigated scientifically

Make predictions based on prior knowledge


Suggest ways to plan and conduct an inquiry to find answers to their questions

Consider ethical responsibilities when deciding how to conduct an experiment

Safely use appropriate tools to make observations and measurements, using formal measurements and digital technology as appropriate

Make observations about living and non-living things in the local environment

Collect simple data




Sort and classify data and information using drawings or provided tables

Use tables, simple bar graphs, or other formats to represent data and show simple patterns and trends

Compare results with predictions, suggesting possible reasons for findings


sensing and responding:

— humans

— other animals

— plants

biomes as large regions with similar environmental features

phases of matter

the effect of temperature on particle movement

energy:

— has various forms

— is conserved

devices that transform energy

local changes caused by Earth’s axis, rotation, and orbit

the effects of the relative positions of the sun, moon, and Earth including local First Peoples perspectives





Evaluating

Make simple inferences based on their results and prior knowledge

Reflect on whether an investigation was a fair test


Identify some simple environmental implications of their and others’ actions


Contribute to care for self, others, school, and neighbourhood through individual or collaborative approaches




Communicating

Represent and communicate ideas and findings in a variety of ways, such as diagrams and simple reports, using digital technologies as appropriate

Express and reflect on personal or shared experiences of place



BIG IDEAS

Multicellular organisms have organ

systems that enable them to survive and

interact within their environment.

Solutions are

homogeneous.

Machines are devices that

transfer force and energy.

Earth materials change as they

move through the rock cycle and

can be used as natural resources.

Learning Standards




Demonstrate a sustained curiosity about a scientific topic or problem of personal interest

Make observations in familiar or unfamiliar contexts

Identify questions to answer or problems to solve through scientific inquiry

Make predictions about the findings of their inquiry


With support, plan appropriate investigations to answer their questions or solve problems they have identified

Decide which variable should be changed and measured for a fair test

Choose appropriate data to collect to answer their questions

Observe, measure, and record data, using appropriate tools, including digital technologies

Use equipment and materials safely, identifying potential risks




Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to represent patterns or relationships in data

Identify patterns and connections in data

Compare data with predictions and develop explanations for results

Demonstrate an openness to new ideas and consideration of alternatives


basic structures and functions of body systems:

— digestive

— musculo-skeletal

— respiratory

— circulatory

solutions and solubility

properties of simple machines and their force effects

machines:

— constructed

— found in nature

power – the rate at which energy is transferred

the rock cycle

local types of earth materials

First Peoples concepts of interconnectedness in the environment

the nature of sustainable practices around BC’s resources

First Peoples knowledge of sustainable practices





Evaluating

Evaluate whether their investigations were fair tests

Identify possible sources of error

Suggest improvements to their investigation methods

Identify some of the assumptions in secondary sources


Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigations


Contribute to care for self, others, and community through personal or collaborative approaches




Communicating

Communicate ideas, explanations, and processes in a variety of ways

Express and reflect on personal, shared, or others’ experiences of place



BIG IDEAS

Multicellular organisms rely on internal

systems to survive, reproduce, and

interact with their environment.

Everyday materials

are often mixtures.

Newton’s three laws of motion

describe the relationship

between force and motion.

The solar system is part

of the Milky Way, which is

one of billions of galaxies.

Learning Standards




Demonstrate a sustained curiosity about a scientific topic or problem of personal interest

Make observations in familiar or unfamiliar contexts

Identify questions to answer or problems to solve through scientific inquiry



With support, plan appropriate investigations to answer their questions or solve problems they have identified

Decide which variable should be changed and measured for a fair test

Choose appropriate data to collect to answer their questions

Observe, measure, and record data, using appropriate tools, including digital technologies

Use equipment and materials safely, identifying potential risks




Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to represent patterns or relationships in data

Identify patterns and connections in data

Compare data with predictions and develop explanations for results

Demonstrate an openness to new ideas and consideration of alternatives


the basic structures and functions of body systems:

— excretory

— reproductive

— hormonal

— nervous

heterogeneous mixtures

mixtures:

— separated using a difference in component properties

— local First Peoples knowledge of separation and extraction methods

Newton’s three laws of motion

effects of balanced and unbalanced forces in daily physical activities

force of gravity

the overall scale, structure, and age of the universe

the position, motion, and components of our solar system in our galaxy





Evaluating

Evaluate whether their investigations were fair tests

Identify possible sources of error

Suggest improvements to their investigation methods

Identify some of the assumptions in secondary sources


Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigations


Contribute to care for self, others, and community through personal or collaborative approaches




Communicating

Communicate ideas, explanations, and processes in a variety of ways

Express and reflect on personal, shared, or others’ experiences of place



BIG IDEAS

Evolution by natural selection

provides an explanation for the

diversity and survival of living things.

Elements consist of one type of atom,

and compounds consist of atoms of

different elements chemically combined.

The electromagnetic force

produces both electricity

and magnetism.

Earth and its climate have

changed over geological time.

Learning Standards




Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest

Make observations aimed at identifying their own questions about the natural world

Identify a question to answer or a problem to solve through scientific inquiry

Formulate alternative “If…then…” hypotheses based on their questions



Collaboratively plan a range of investigation types, including field work and experiments, to answer their questions or solve problems they have identified

Measure and control variables (dependent and independent) through fair tests

Observe, measure, and record data (qualitative and quantitative), using equipment, including digital technologies, with accuracy and precision

Use appropriate SI units and perform simple unit conversions

Ensure that safety and ethical guidelines are followed in their investigations



Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information

Construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate

Seek patterns and connections in data from their own investigations and secondary sources

Use scientific understandings to identify relationships and draw conclusions


organisms have evolved over time

survival needs

natural selection

elements and compounds are pure substances

crystalline structure of solids

chemical changes

electricity

— generated in different ways with different environmental impacts

— electromagnetism

the fossil record provides evidence for changes in biodiversity over geological time

First Peoples knowledge of changes in biodiversity over time

evidence of climate change over geological time and the recent impacts of humans:

— physical records

— local First Peoples knowledge of climate change





Evaluating

Reflect on their investigation methods, including the adequacy of controls on variables (dependent and independent) and the quality of the data collected

Identify possible sources of error and suggest improvements to their investigation methods

Demonstrate an awareness of assumptions and bias in their own work and secondary sources

Demonstrate an understanding and appreciation of evidence (qualitative and quantitative)

Exercise a healthy, informed skepticism and use scientific knowledge and findings from their own investigations to evaluate claims in secondary sources

Consider social, ethical, and environmental implications of the findings from their own and others’ investigations


Contribute to care for self, others, community, and world through personal or collaborative approaches




Communicating

Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate

Express and reflect on a variety of experiences and perspectives of place



BIG IDEAS

Life processes are performed

at the cellular level.

The behaviour of matter can be

explained by the kinetic molecular

theory and atomic theory.

Energy can be transferred as

both a particle and a wave.

The theory of plate tectonics is the

unifying theory that explains

Earth’s geological processes.

Learning Standards





Make observations aimed at identifying their own questions about the natural world

Identify a question to answer or a problem to solve through scientific inquiry

Formulate alternative “If…then…” hypotheses based on their questions



Collaboratively plan a range of investigation types, including field work and experiments, to answer their questions or solve problems they have identified

Measure and control variables (dependent and independent) through fair tests

Observe, measure, and record data (qualitative and quantitative), using equipment, including digital technologies, with accuracy and precision

Use appropriate SI units and perform simple unit conversions





Construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate

Seek patterns and connections in data from their own investigations and secondary sources

Use scientific understandings to identify relationships and draw conclusions


characteristics of life

cell theory and types of cells

photosynthesis and cellular respiration

the relationship of micro-organisms with living things:

— basic functions of the immune system

— vaccination and antibiotics

— impacts of epidemics and pandemics on human populations

kinetic molecular theory (KMT)

atomic theory and models

protons, neutrons, and quarks

electrons and leptons

types and effects of electromagnetic radiation

light:

— properties

— behaviours

— ways of sensing

plate tectonic movement

major geological events of local significance

First Peoples knowledge of:

— local geological formations

— significant local geological events

layers of Earth





Evaluating

Reflect on their investigation methods, including the adequacy of controls on variables (dependent and independent) and the quality of the data collected

Identify possible sources of error and suggest improvements to their investigation methods

Demonstrate an awareness of assumptions and bias in their own work and secondary sources

Demonstrate an understanding and appreciation of evidence (qualitative and quantitative)

Exercise a healthy, informed skepticism and use scientific knowledge and findings from their own investigations to evaluate claims in secondary sources



Contribute to care for self, others, community, and world through personal or collaborative approaches




Communicating

Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate

Express and reflect on a variety of experiences and perspectives of place



BIG IDEAS

Cells are derived from cells. The electron arrangement

of atoms impacts their

chemical nature.

Electric current is the

flow of electric charge.

The biosphere, geosphere, hydrosphere, and

atmosphere are interconnected, as matter cycles

and energy flows through them.

Learning Standards





Make observations aimed at identifying their own questions, including increasingly complex ones, about the natural world

Formulate multiple hypotheses and predict multiple outcomes


Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)

Assess risks and address ethical, cultural and/or environmental issues associated with their proposed methods and those of others

Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data





Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies

Construct, analyze and interpret graphs (including interpolation and extrapolation), models and/or diagrams

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

Analyze cause-and-effect relationships


asexual reproduction:

— mitosis

— different forms

sexual reproduction:

— meiosis

— human sexual reproduction

element properties as organized in the periodic table

The arrangement of electrons determines the compounds formed by elements

circuits — must be complete for electrons to flow

voltage, current, and resistance

effects of solar radiation on the cycling of matter and energy

matter cycles within biotic and abiotic components of ecosystems

sustainability of systems

First Peoples knowledge of interconnectedness and sustainability





Evaluating

Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions

Describe specific ways to improve their investigation methods and the quality of the data

Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled

Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources

Consider the changes in knowledge over time as tools and technologies have developed

Connect scientific explorations to careers in science

Exercise a healthy, informed skepticism, and use scientific knowledge and findings to form their own investigations and to evaluate claims in secondary sources


Critically analyze the validity of information in secondary sources and evaluate the approaches used to solve problems


Contribute to care for self, others, community, and world through individual or collaborative approaches



Contribute to finding solutions to problems at a local and/or global level through inquiry

Consider the role of scientists in innovation

Communicating

Formulate physical or mental theoretical models to describe a phenomenon

Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

Express and reflect on a variety of experiences, perspectives, and worldviews through place


Area of Learning: MATHEMATICS Kindergarten

BIG IDEAS

Number represents and describes quantity: Quantities can be decomposed into

smaller parts.

Developing computational fluency comes from a strong

sense of number: One-to-one correspondence and a sense of

5 and 10 are essential for working with numbers.

We use patterns to represent identified

regularities and to form generalizations:

Repeating elements can be identified.

We can describe, measure, and compare

spatial relationships: Objects have attributes.

Analyzing data and chance help us to compare

and interpret: Familiar events can be described

as likely or unlikely.

Learning Standards



Reasoning and analyzing

Estimate reasonably

Develop mental math strategies and abilities to make sense of quantities

Use reasoning and logic to explore and make connections

Understanding and solving

Use multiple strategies to engage in problem solving (e.g., visual, oral, role-play, experimental, written, symbolic)

Develop, construct, and apply mathematical understanding through role-play, inquiry, and problem solving

Engage in problem-solving experiences that are connected to place, story, and cultural practices relevant to the local community

Communicating and representing

Communicate in many ways (concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, and apply mathematical ideas)

Describe, create, and interpret relationships through concrete, pictorial, and symbolic representations

Use technology appropriately to explore mathematics, solve problems, record, communicate, and represent thinking


number concepts to 10

ways to make 5

decomposition of numbers to 10

repeating patterns with two or three elements

change in quantity to 10 using concrete materials

equality as a balance and inequality as an imbalance

direct comparative measurement (e.g., linear, mass, capacity)

single attributes of 2D shapes and 3D objects

concrete or pictorial graphs as a visual tool for the class

likelihood of familiar life events

financial literacy – attributes of coins and financial role-play


Area of Learning: MATHEMATICS Kindergarten



Connecting and reflecting

Visualize and describe mathematical concepts

Connect mathematical concepts to each other and make mathematical connections to the real world (e.g., in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration)

Share and reflect upon mathematical thinking

Draw upon local First Peoples knowledge and/or expertise of local Elders to make connections to mathematical topics and concepts


Area of Learning: MATHEMATICS Grade 1

BIG IDEAS

Number represents and describes

quantity: Numbers to 20 can be

decomposed into 10’s and 1’s.

Developing computational fluency comes from a strong sense of

number: Addition and subtraction can be modelled concretely,

pictorially, and mentally, using strategies involving counting and making 10.


regularities and to form generalizations: Repeating elements can be identified.


spatial relationships: Objects and shapes

have attributes.

Analyzing data and chance help us to

compare and interpret: Concrete graphs show one-to-one correspondence.

Learning Standards




Estimate reasonably













ways to make 10

addition and subtraction to 20 (understanding of operation and process)

repeating patterns with multiple elements and attributes

change in quantity to 20, concretely and verbally

meaning of equality and inequality

direct measurement with non-standard units (non-uniform and uniform)

comparison of 2D shapes and 3D objects

concrete graphs using one-to-one correspondence

likelihood of familiar life events using comparative language

financial literacy – values of coins and monetary exchanges



BIG IDEAS

Number represents and describes

quantity: Numbers to 100 can be

decomposed into 10’s and 1’s.

Developing computational fluency comes from a strong sense of number: Fluency in

addition and subtraction with numbers to 100 requires

understanding of place value and mental math strategies.


regularities and to form generalizations: The

regular change in increasing patterns can be identified.


spatial relationships: Objects and shapes

have attributes.

Analyzing data and chance help us to compare and

interpret: Concrete items can be represented

pictorially in a graph.

Learning Standards




Estimate reasonably













benchmarks of 25, 50, and 100 and personal referents

addition and subtraction facts to 20 (introduction of computational strategies)

addition and subtraction to 100

repeating and increasing patterns

change in quantity using pictorial and symbolic representation

symbolic representation of equality and inequality

direct linear measurement, introducing standard metric units

multiple attributes of 2D shapes and 3D objects

pictorial representation of concrete graphs using one-to-one correspondence

likelihood of events using comparative language

financial literacy – coin combinations to 100 cents, and spending and saving



BIG IDEAS

Number represents and describes quantity: Parts of wholes can

be represented by fractions.


sense of number: Flexible decomposing and composing

are used when adding, subtracting, multiplying, and

dividing whole numbers.

We use patterns to represent identified regularities and to

form generalizations: The regular change in

increasing and decreasing patterns can be identified.


spatial relationships: Standard units are used to measure attributes

of objects’ shapes.


compare and interpret: The likelihood

of possible outcomes can be examined.

Learning Standards




Estimate reasonably













fraction concepts

addition and subtraction to 1000

addition and subtraction facts to 20 (emerging computational fluency)

multiplication and division concepts

increasing and decreasing patterns

pattern rules using words and numbers based on concrete experiences

one-step addition and subtraction equations with an unknown number

measurement using standard units (linear, mass, and capacity)

time concepts

construction of 3D shapes

one-to-one correspondence with bar graphs, pictographs, charts, and tables

likelihood of simulated events using comparative language

financial literacy – fluency with coins and bills to 100 dollars, and earning and payment



BIG IDEAS

Number represents and describes quantity:

Parts of wholes can be represented by

fractions and decimals.


sense of number: Patterns and relations within multiplication

and division develop multiplicative thinking.

We use patterns to represent identified regularities and to form generalizations:

The regular change in patterns can be represented

using tools and tables.


spatial relationships: Polygons are

closed shapes with similar attributes.


compare and interpret: Probability experiments

develop an understanding of chance.

Learning Standards




Estimate reasonably




Using multiple strategies to engage in problem solving (e.g., visual, oral, role-play, experimental, written, symbolic)








number concepts to 10 000

decimals to hundredths

ordering and comparing fractions

addition and subtraction to 10 000

multiplication and division of two- or three-digit numbers by one-digit numbers

addition and subtraction of decimals to hundredths

addition and subtraction facts to 20 (developing computational fluency)

multiplication and division facts to 100 (introductory computational strategies)

increasing and decreasing patterns, using tables and charts

algebraic relationships among quantities

one-step equations with an unknown number using all operations

how to tell time with analog and digital clocks, using 12- and 24-hour clocks

regular and irregular polygons

perimeter of regular and irregular shapes

line symmetry

one-to-one correspondence and many-to-one correspondence, using bar graphs and pictographs

probability experiments

financial literacy – monetary calculations, including making change with amounts to 100 dollars and making simple financial decisions



BIG IDEAS

Number represents and describes quantity: Parts

of wholes can be represented by

equivalent fractions.

Developing computational fluency comes from a strong sense of number: Flexibility

in working with numbers extends to operations with

larger (multi-digit) numbers.


regularities and to form generalizations: Number

patterns can be expressed using variables in tables.


spatial relationships: Closed shapes have area and perimeter.

Analyzing data and chance help us to compare and interpret: Graphs can be

used to show many-to-one correspondence.

Learning Standards




Estimate reasonably












number concepts to 1 000 000

decimals to thousandths

equivalent fractions

whole-number, fraction, and decimal benchmarks

addition and subtraction to 1 000 000

multiplication and division to three digits, including division with remainders

addition and subtraction of decimals to thousandths

addition and subtraction facts to 20 (extending computational fluency)

multiplication and division facts to 100 (emerging computational fluency)

rules for increasing and decreasing patterns with words, numbers, symbols, and variables

one-step equations with variables

area measurement of squares and rectangles

relationships between area and perimeter

duration, using measurement of time

classification of prisms and pyramids

single transformations

one-to-one correspondence and many-to-one correspondence using double bar graphs

probability experiments, focusing on independence

financial literacy – monetary calculations, including making change with amounts to 1000 dollars and developing simple financial plans



BIG IDEAS

Numbers can be represented in many forms and reflect different relationships.*

Numeracy helps us to see patterns,

communicate ideas, and solve

problems.*

Patterns allow us to see relationships

and develop generalizations.*

Geometry and measurement empower us to make meaning of the world.*

We can apply mathematics to inquiry

questions and use it to communicate

information and data.*

Data enable us to draw conclusions

and make predictions in an unstable world.*

*Further elaboration to come

Learning Standards




Inductively and deductively reason and use logic to explore, make connections, predict, analyze, generalize, and make conclusions

Develop and apply mental math strategies and estimate amounts and outcomes

Use tools or technology to explore and create patterns and relationships, and test conjectures


Implement multiple strategies to solve problems in both abstract and real-life situations using different cultural perspectives

Develop, construct, and apply mathematical understanding through play, inquiry, and problem solving



Use mathematical vocabulary and language to contribute to mathematical discussions

Communicate in a variety of ways to explain, clarify, and justify mathematical ideas

Develop mathematical understanding through concrete, pictorial, and symbolic representations

Use technology appropriately to record, communicate, and represent thinking


whole number percents and percentage discounts

improper fractions and mixed numbers (ordering whole numbers, fractional numbers, proper and improper fractions)

small to large numbers (thousandths to billions)

factors and multiples, greatest common factor and least common multiple

order of operations with whole numbers

multiplication and division of decimals

multiplication and division facts to 100 (developing computational fluency)

increasing and decreasing patterns, using expressions, tables, and graphs

functional relationships

one-step equations with whole-number coefficients and solutions

perimeter of complex shapes

area of triangles, parallelograms, and trapezoids

angle measurement and classification

measurement units and referents for volume and capacity

volume of rectangular prisms






Visualize and describe the mathematical concepts

Explore, apply, and connect concepts to each other, to other disciplines, and to the real world

Use mathematical arguments to support personal choices and anticipate consequences

Apply cultural perspectives of First Peoples to the concepts of locating, measuring, and numbering

relation of capacity to volume

triangles and pyramids

combinations of transformations, including points in the first quadrant

line graphs

single-outcome probability, both theoretical and experimental

financial literacy – simple budgeting and consumer math



BIG IDEAS




problems.*










Learning Standards

















logic and patterns to solve games and puzzles

operations with integers (addition, subtraction, multiplication, division, and order of operations)

multiplication and division facts to 100 (extending computational fluency)

relationship between decimals, fractions, and percents

classification of numbers as prime and composite

discrete linear relations, using expressions, tables, and graphs

two-step equations with whole number coefficients, constants, and solutions

circumference and area of circles

volume of cylinders

Cartesian coordinates and graphing

combinations of transformations, including points in four quadrants

circle graphs

experimental probability with two independent events

financial literacy – financial percentage calculations (e.g., sales tax, tips, bill splitting, consignment)



BIG IDEAS




problems.*










Learning Standards

















logic and patterns to solve games and puzzles

percents less than 1 and greater than 100 (decimal and fractional percents)

perfect squares and cubes

square roots and Pythagorean Theorem

rates and proportional reasoning, ratio, proportions, and percent

operations with fractions (addition, subtraction, multiplication, division, and order of operations)

expressions and equations, writing and evaluating using substitution

two-step equations with integer coefficients, constants, and solutions

numerical proportional reasoning

surface area and volume of regular solids (right prisms, triangular prism, and cylinder)

construction, views, and nets of 3D objects

theoretical probability with two independent events

financial literacy – best buys (e.g., coupons, proportions, unit price, products, and services)



BIG IDEAS




problems.*










Learning Standards

















numerical and spatial reasoning, logic, and patterns to solve puzzles and games

operations with polynomials, of degree less than or equal to two

types of income (e.g., wages, salary, piece work, commission)

operations with rational numbers (addition, subtraction, multiplication, division, and order of operations)

rational numbers and order of operations

two-variable linear relations, using graphing, interpolation, and extrapolation

multi-step one-variable linear equations, including distribution and rational coefficients, constants, and solutions

spatial proportional reasoning (e.g., scale diagrams, similar triangles, linear unit conversions)

probability and statistics in society (e.g., sampling techniques, misleading stats)

financial literacy – simple budgets and transactions (e.g., banking, interest, savings, planned purchases)


Area of Learning: ENGLISH LANGUAGE ARTS Kindergarten

BIG IDEAS

Language and story can be a

source of creativity and joy.

Stories and other texts help

us learn about ourselves

and our families.

Stories and other texts can be

shared through pictures and words.

Everyone has a unique story

to share.

Through listening and speaking,

we connect with others and

share our world.

Playing with language helps us

discover how language works.

Curiosity and wonder lead us to

new discoveries about ourselves

and the world around us.

Learning Standards


Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to:

Comprehend and connect (reading, listening, viewing)

Use sources of information and prior knowledge to make meaning

Use developmentally appropriate reading, listening, and viewing strategies to make meaning

Explore foundational concepts of print, oral, and visual texts

Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community

Recognize the importance of story in personal, family, and community identity

Use personal experience and knowledge to connect to stories and other texts to make meaning

Recognize the structure of story

Create and communicate (writing, speaking, representing)

Exchange ideas and perspectives to build shared understanding

Use language to identify, create, and share ideas, feelings, opinions, and preferences

Create stories and other texts to deepen awareness of self, family, and community

Plan and create stories and other texts for different purposes and audiences

Explore oral storytelling processes


Story

structure of story

literary elements and devices

Strategies and processes

reading strategies

oral language strategies

metacognitive strategies

writing processes

Language features, structures, and conventions

concepts of print

letter knowledge

phonemic and phonological awareness

letter formation

the relationship between reading, writing, and oral language


Area of Learning: ENGLISH LANGUAGE ARTS Grade 1

BIG IDEAS

Language and story can be a

source of creativity and joy.

Stories and other texts

help us learn about ourselves

and our families.

Stories and other texts can be

shared through pictures and words.

Everyone has a unique story

to share.

Through listening and speaking,

we connect with others and

share our world.

Playing with language helps us

discover how language works.

Curiosity and wonder lead us to

new discoveries about ourselves

and the world around us.

Learning Standards




Read fluently at grade level



Use foundational concepts of print, oral, and visual texts


Recognize the importance of story in personal, family, and community identity


Recognize the structure and elements of story

Show awareness of how story in First Peoples cultures connects people to family and community


Story/text

elements of story


vocabulary to talk about texts


reading strategies



writing processes


concepts of print

print awareness

phonemic and phonological awareness

letter formation

sentence structure

conventions







Identify, organize, and present ideas in a variety of forms


Plan and create a variety of communication forms for different purposes and audiences

Communicate using letters and words and applying some conventions of Canadian spelling, grammar, and punctuation




BIG IDEAS

Language and

story can be a

source of creativity

and joy.

Stories and other texts

connect us to ourselves,

our families, and our

communities.

Everyone has

a unique story

to share.

Through listening and

speaking, we connect

with others and share

our world.

Playing with

language helps us

discover how

language works.

Curiosity and wonder lead

us to new discoveries

about ourselves and the

world around us.

Learning Standards







Recognize how different text structures reflect different purposes.


Demonstrate awareness of the role that story plays in personal, family, and community identity








Communicate using sentences and most conventions of Canadian spelling, grammar, and punctuation



Story/text

elements of story


text features

vocabulary associated with texts


reading strategies



writing processes


features of oral language

word patterns, word families

letter formation

sentence structure

conventions



BIG IDEAS

Language and story can

be a source of creativity

and joy.

Stories and other texts help

us learn about ourselves,

our families, and

our communities.

Stories can be

understood from

different perspectives.

Using language in creative

and playful ways helps

us understand how

language works.

Curiosity and wonder lead

us to new discoveries about

ourselves and the world

around us.

Learning Standards






Make connections between ideas from a variety of sources and prior knowledge to build understanding


Recognize how different texts reflect different purposes.


Explain the role that story plays in personal, family, and community identity

Use personal experience and knowledge to connect to text and make meaning



Develop awareness of how story in First Peoples cultures connects people to land





Communicate using sentences and most conventions of Canadian spelling, grammar, and punctuation

Develop and apply expanding word knowledge

Explore and appreciate aspects of First Peoples oral traditions

Use oral storytelling processes


Story/text

elements of story

functions and genres of stories and other texts

text features



reading strategies



writing processes



word patterns, word families

legible handwriting

sentence structure

conventions



BIG IDEAS

Language and text

can be a source of

creativity and joy.

Exploring stories and other texts

helps us understand ourselves

and make connections to others

and to the world.

Texts can be

understood from




us understand how

language works.

Questioning what we hear,

read, and view contributes

to our ability to be educated

and engaged citizens.

Learning Standards




Access and integrate information and ideas from a variety of sources and from prior knowledge to build understanding

Use a variety of comprehension strategies before, during, and after reading, listening, or viewing to deepen understanding of text

Consider different purposes, audiences, and perspectives in exploring texts

Apply a variety of thinking skills to gain meaning from texts

Identify how differences in context, perspectives, and voice influence meaning in texts

Recognize the role of language in personal, social, and cultural identity

Use personal experience and knowledge to connect to text and deepen understanding of self, community, and world

Respond to text in personal and creative ways

Recognize how literary elements, techniques, and devices enhance meaning in texts

Show an increasing understanding of the role of organization in meaning

Demonstrate awareness of the oral tradition in First Peoples cultures and the purposes of First Peoples texts

Identify how story in First Peoples cultures connects people to land


Story/text

forms, functions, and genres of text

text features

literary elements

literary devices

evidence


reading strategies



writing processes



paragraph structure

sentence structure and grammar

conventions







Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences

Use language in creative and playful ways to develop style

Communicate in sentences and paragraphs, applying conventions of Canadian spelling, grammar, and punctuation



Transform ideas and information to create original texts



BIG IDEAS

Language and text

can be a source of

creativity and joy.




and to the world.

Texts can be

understood from




us understand how

language works.





Learning Standards




Access information and ideas from a variety of sources and from prior knowledge to build understanding

Use a variety of comprehension strategies before, during, and after reading, listening, or viewing to guide inquiry and deepen understanding of text

Synthesize ideas from a variety of sources to build understanding

Consider different purposes, audiences, and perspectives in exploring texts

Apply a variety of thinking skills to gain meaning from texts

Identify how differences in context, perspectives, and voice influence meaning in texts

Explain the role of language in personal, social, and cultural identity

Use personal experience and knowledge to connect to text and develop understanding of self, community, and world

Respond to text in personal and creative ways

Recognize how literary elements, techniques, and devices enhance meaning in texts

Show an increasing understanding of the role of organization in meaning

Demonstrate awareness of the oral tradition in First Peoples cultures and the purposes of First Peoples texts

Identify how story in First Peoples cultures connects people to land


Story/text


text features

literary elements

literary devices

perspective/point of view


reading strategies



writing processes



paragraphing


conventions







Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences

Use language in creative and playful ways to develop style

Communicate in writing using paragraphs and applying conventions of Canadian spelling, grammar, and punctuation






BIG IDEAS

Language and text

can be a source of

creativity and joy.




and to the world.

Exploring and sharing

multiple perspectives

extends our thinking.

Developing our

understanding of how

language works allows us

to use it purposefully.





Learning Standards




Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability

Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking


Recognize and appreciate how different features, forms, and genres of texts reflect various purposes, audiences, and messages

Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts

Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts

Recognize how language constructs personal, social, and cultural identity

Construct meaningful personal connections between self, text, and world

Respond to text in personal, creative, and critical ways

Understand how literary elements, techniques, and devices enhance and shape meaning

Recognize an increasing range of text structures and how they contribute to meaning

Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view


Story/text


text features

literary elements

literary devices

techniques of persuasion


reading strategies



writing processes



paragraphing

language varieties


conventions

presentation techniques






Exchange ideas and viewpoints to build shared understanding and extend thinking

Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences

Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message

Use an increasing repertoire of conventions of Canadian spelling, grammar, and punctuation

Use and experiment with oral storytelling processes

Select and use appropriate features, forms, and genres according to audience, purpose, and message




BIG IDEAS

Language and text

can be a source of

creativity and joy.




and to the world.

Exploring and sharing

multiple perspectives

extends our thinking.

Developing our

understanding of how

language works allows us

to use it purposefully.





Learning Standards







Recognize and appreciate how different features, forms, and genres of texts reflect different purposes, audiences, and messages






Understand how literary elements, techniques, and devices enhance and shape meaning



Recognize the validity of First Peoples oral tradition for a range of purposes


Story/text


text features

literary elements

literary devices

argument


reading strategies



writing processes



paragraphing

language varieties

syntax and sentence fluency

conventions




BIG IDEAS

Language and text

can be a source of

creativity and joy.




and to the world.

People understand text

differently depending on

their worldviews and

perspectives.

Texts are socially,

culturally, and

historically

constructed.





Learning Standards













Recognize how literary elements, techniques, and devices enhance and shape meaning



Develop an awareness of the protocols and ownership associated with First Peoples texts


Story/text


text features

literary elements

literary devices

elements of visual/graphic texts

relevance, accuracy, reliability


reading strategies



writing processes



multi-paragraphing

language usage and context

elements of style


conventions













Transform ideas and information to create original texts.



BIG IDEAS

Language and

story can be a

source of creativity

and joy.




and to the world.

People understand text

differently depending on

their worldviews and

perspectives.

Texts are socially,

culturally, and

historically

constructed.





Learning Standards













Explain how literary elements, techniques, and devices enhance and shape meaning



Develop an awareness of the diversity within and across First Peoples societies represented in texts

Recognize the influence of place in First Peoples and other Canadian texts


Story/text


text features

literary elements

literary devices

elements of visual/graphic texts


reading strategies



writing processes



multi-paragraphing

language change

elements of style

usage


conventions


rhetorical devices

connotation and denotation













Express an opinion and support it with credible evidence

area of learning: arts educationdocuments.sd61.bc.ca/aned/about/new_curriculum... · processes,...

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