Programs
 Academics
Sections
Language Arts • Religion • Science • Math • Social Studies
Language Arts
Language is fundamental to thinking, learning, and communicating in all cultures. The skilled use of language is associated with many opportunities in life, including further education, work, and social interaction. As students come to understand and use language more fully, they are able to enjoy the benefits and pleasures of language in all its forms, from reading and writing, to literature, theatre, public speaking, film, and other media. They also come to understand language as a human system of communication – dynamic and evolving, but also systematic and governed by rules.
The English Language Arts K to 7 curriculum contributes to this outcome by providing a framework to help students
• present and respond to ideas, feelings, and knowledge sensitively and creatively
• explore Canadian and world literature as a
way of knowing, of developing personal values, and of understanding
• learn about Canada’s cultural heritage as expressed in language
• use language confidently to understand and respond thoughtfully and critically to factual and imaginative communications in speech, print, and other media
• develop the reading and writing skills required of informed citizens prepared to face the challenges of further education and a changing workplace
• English Language Arts K to 7
Introduction to English Language Arts K to 7
• express themselves critically, creatively, and articulately for a variety of personal, social,
and work-related purposes
• use language appropriate to the situation, audience, and purpose and become comfortable with a range of language styles, from public to personal, and from literary to standard business English
• realize their individual potential as communicators
The Oral Language section of the curriculum focusses on
• Purposes – providing students opportunities
to develop their capacity to interact effectively with peers and adults, to present material orally, and to listen attentively, respectfully, and with purpose
• Strategies – increasing students’ awareness of and engagement in the processes, skills, and techniques they can use to be more successful in their oral interactions and presentations
• Thinking – extending students’ capacity to use oral language to make connections to text, develop ideas, increase vocabulary repertoire, and use metacognition to assess their strengths and set goals to scaffold improvement
• Features – increasing students’ knowledge
of the forms of oral expression and the expectations of various audiences, as well as their capacity to control syntax, diction, and other aspects of their oral communication
Reading and Viewing
“As teachers of literacy, we must have as an instructional goal, regardless of age, grade, or achievement level, the development of students as purposeful, engaged, and ultimately independent comprehenders. No matter what grade level you teach, no matter what content you teach, no matter what texts you teach with, your goal is to improve students’ comprehension and understanding” (Rasinksi et al, 2000, p. 1).
The Reading and Viewing section of the curriculum focusses on
• Purposes – providing opportunities for students to read and view various types of text (written and visual) in order to improve both literal and higher-level comprehension, and to increase fluency in reading
• Strategies – increasing students’ repertoire of strategies and techniques they can use before, during, and after reading and viewing in order to comprehend and extend their understandings of texts
• Thinking – developing students’ metacognitive capacity to identify and achieve goals for improving their reading and viewing, and to respond to texts in an increasingly thoughtful and sophisticated manner
• Features – developing students’ awareness
of the different types of written and visual text,
the characteristics that distinguish them, and the impact of the stylistic effects used (e.g., rhyme)
Writing and Representing
Learning to write assists children in their reading; in learning to read, children also gain insights that help them as writers. But writing is more than an aid to learning to read; it is an important curricular goal. Through writing children express themselves, clarify their thinking, communicate ideas, and integrate new information into their knowledge base (Centre for the Improvement of Early Reading [CIERA], 1998a, p. 1).
The Writing and Representing section of the curriculum focusses on
• Purposes – giving students opportunities to create various kinds of texts; personal, imaginative, and informational, including texts that contain a combination of writing and graphic representations
• Strategies – developing students’ repertoire of approaches to creating text, including those that apply before (e.g., notetaking, brainstorming), during (e.g., experimenting with word choice), and after (e.g., editing, presenting) writing and representing
• Thinking – expanding students’ capacity to set and achieve goals to improve their writing and representing, and to extend thinking by using writing and representing to connect to their ideas, the ideas of others, and those presented in texts
• Features – developing students’ command
of grammar, spelling, punctuation, and paragraphing, and of the expectations associated with particular forms of writing and representing (e.g., short stories, lab reports, web pages)
READING POWER
There are three important components of the Reading Power Program:
1. The Reading Powers Model represents the metacognitive piece of Reading Power and the importance of providing your students with the “big picture” of what reading and thinking are.
2. The Book Bins are a way to organize the literature you will use, and reinforce the importance of selecting appropriate books to use in modeling, teaching, and practicing the strategies.
3. The Method of Instruction is most important: how to actually teach these strategies in your classroom.
Power to Connect:
One thing that our brain does when we reads, to help us understand the story, is called Connect. That means we might be reading about something about a character that reminds us of ourselves or someone we know. Or we might be reading a book that reminds us of another book we have read. And when that happens, its called connection.
Power to Question:
When readers learn to question while reading:
- they are learning the power of asking as well as answering questions
- they are encouraged to be curious readers
- they learn that asking questions can lead them to a greater understanding of the text
- they learn the difference between quick questions and deep-thinking questions
- they learn that not all questions have answers, and often these unanswered questions will help to get at the heart of the story better than those that can be answered
- they practice what their Power-ful brains are already capable of doing – asking questions
Power to Visualize:
When readers learn to visualize while reading:
- they are using the words they hear or read in a text to create visual images or “movies in the mind”
- they can turn on their brains just as they would turn on their Tvs, to enjoy the many images they can create
- they are training their brains for when they begin to read books that don’t include pictures with the text
- they are encouraged to activate their imaginations as they read
- they combine their own background knowledge with the words of the author to create mental images that enhance understanding of the text and bring reading to life
- they are able to activate all their senses to create mental images
- it is most likely when reading books about places, weather, or seasons that are filled with rich, descriptive, and vivid language
Power to Transform
When readers learn to be transformed by what they read:
- they understand that books have the ability to change the way we think about ourselves and our world
- they can be touched in some way by the words on the page, the thoughts in their heads, and the feelings in their hearts
- they are introduced to books that deal with thought-provoking issues: war, conservation, homelessness, social responsibility, the integrity of the human spirit, poverty, the rights of children
- they learn to look beyond the pages of the text towards the implications and effects the book may have on their own lives
- they are challenged by change
- they know that a story has the power to change them, because their brains have the power to store ways facts, stories, questions, and feelings that will shape their lives
- they learn to look for the things in a book that matter most to them
- they ask themselves, “What difference has this book made to me?” or “Has anything in me changed because of this book?”
- they are learning that being able to identify what matters to them is the beginning of being shaped by the world around them
Power to Infer:
When readers learn to infer while reading:
• They learn to look for clues in text, in pictures, and in their own knowledge that will help them to make sense of the text.
• They are encouraged to become good “book detectives”.
• They learn that some authors write very little text but leave clues for the reader to discover and interpret.
• They understand that the expression “less is more” means that fewer words on the page means more thinking for the reader.
• They are learning to fill in, in their heads, what’s not written on the page
• They are more likely to say “Oh, I get it now!” while they read, than “Huh? I don’t get it.”
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Religion (return top)
Call to Faith
Call to Faith is a K-6 comprehensive religion program. The heart of lifelong catechesis, Call to Faith provides a solid foundation of Scripture and Tradition, a rich diversity of prayer, and a developmental sequence of activities.
Call to Faith is shaped by the following catechetical principles:
• Conversion is central to catechesis. The aim of Call to Faith is to form participants into disciples who act with the mind and heart of Christ.
• Catechism is a lifelong process. Call to Faith is the springboard for ongoing lifelong catechesis for the entire Catholic community.
• Catechesis is the responsibility of all baptized members of the Church. The whole parish community is called to hand on the faith through faith sharing and the witness of daily life.
Call to Faith draws on the following sources of Catholic wisdom and experience:
Scripture The treasure of God's word is highlighted and integrated into the program instruction, reflection, sharing, and prayer.
Doctrine Each lesson of Call to Faith draws on Church doctrine in ways that help students, catechists, and families appreciate the Church's teachings as they apply to life today.
Lives of Saints and People of Faith Call to Faith takes seriously the importance of models and witnesses of faith as a factor in the faith development of both children and adults.
Church Feasts and Seasonals Complete seasonal lessons and celebrations introduce children to the feasts and seasons of the Church year. Music, prayer, and ritual actions draw children in to participation in the liturgical life of the Church.
Cultural Customs and Celebrations Call to Faith is unique in that it involves the customs, devotions, and culture of many local communities. This component assists parishes in making the curriculum their own.
Catholic Social Teachings Call to Faith provides a curriculum for Catholic Social Teaching: "Faith in Action," a comprehensive, age-appropriate lesson at the end of each unit that correlates to the text and key Catholic Social Teaching themes. It is the first of its kind in an elementary religion series.
Bowing one's head is a sign of reverence and humility before God. It is a simple way to honor the presence of the Lord in your midst. Encourage your family to bow their heads during prayer.
A Mealtime Blessing
Let us pray. [Bow your heads.]
God of Creation, We gather to give you thanks For the food that the earth has provided.
We praise the hands that have made it And take delight in the gifts you have given.
We ask you to bless this food for the health of our bodies. We ask this in the name of your Son, Jesus. Amen.
Morning Prayer
A Prayer of Sending Forth
Let us pray. [Bow your heads.]
Lord Jesus Christ, We praise you and thank you for this new day. As new light dawns, we ask you to hear our prayer.
No matter where we go or what we do today, we ask your unfailing protection. Watch over our children as they go to school today; we leave them in your tender care. Guide us all in faith that we may share the Gospel with all those we meet. Make us strong that we may be witnesses to the Gospel in all that we do. We ask this in your name. Amen.
Evening Prayer
Let us pray. [Bow your heads.]
God of day and God of darkness, From the beginning of the day until its end, We are grateful for your love. We thank you for watching over us today.
We praise you for giving us the courage to be merciful With our family, friends, and co-workers. We ask you to show mercy toward us.
Through your love make us whole and bring us to new life. We make this prayer through Christ Jesus. Amen.
I Am A Gift From God – Grades One and Three
This program is designed for children at the primary level. It is an Archdiocesan approved program on the prevention of child sexual abuse. We believe that children can and need to be safeguarded. We need to educate our children in the area of personal safety. Children will learn ways to say “No” and whom to tell if any incident occurs. It is geared to be part of our Religion Program. Parents are provided with a parent handbook that contains a series of lessons corresponding to the concepts being taught in class.
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Science (return top)
Science
CURRICULUM OVERVIEW
Rationale
The British Columbia Ministry of Education supports the statement that advancements in science and technology play a significant role in everyday life. British Columbia also subscribes to the vision that all Canadian students, regardless of gender or cultural background, should have opportunities to develop scientific literacy.
Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to:
develop inquiry, problem-solving, and decision making abilities as citizens become lifelong learners to maintain a sense of wonder about the world around them. Diverse experiences in a Science program will provide students with many opportunities to understand their interrelationships among science, technology, and society that will affect their personal lives, their careers, and their future.
Processes of Science:
Science, as a process, starts with students learning skills such as observing, classifying, predicting,inferring, and hypothesizing. It also includes scientific reasoning, critical thinking, and decision making. The combination of these skills within the science curriculum content enables students to develop their understanding of science. While these skills are not unique to science, they are important in the application of science to new situations.
At each grade level, two processes are introduced and then reinforced with the curriculum content in the subsequent grades; but teachers are expected to involve all of the skills their students are capable of using.
Process skills are best learned in hands-on activities where students engage in a problem-solving task while doing science. The hands-on model of learning science allows students to construct meaningful connections within the brain. In young children, process skills can be found in the natural practice of manipulating materials while asking questions and being curious. The names of the skills can be used and reinforced by teachers as students use and learn to apply these skills to science activities. The science process names will become familiar to students, enabling them to use the correct vocabulary when they explain their involvement in science and technology inquiries.
Life Science:
This is the study of the diversity, continuity, interactions, and balance among organisms and their environments. By using the skills, processes, and attitudes of science, students extend their understanding of the living world and their place within it.
Physical Science:
This is the study of matter and energy, and their interactions. By using the skills, processes, and attitudes of science, students build a foundation for their understanding of the physical world.
Earth and Space Science:
This is the study of the universe and the structure of the Earth. By using the skills, processes, and attitudes of science, students develop an understanding of the forces, processes, and dynamic life-supporting qualities of the Earth.
INTRODUCTION TO SCIENCE K TO 7
KINDERGARTEN
Observing
Communicating (sharing)
GRADE 1
Communicating (recording)
Classifying
GRADE 2
Interpreting Observations
Making Inferences
GRADE 3
Questioning
Measuring and Reporting
GRADE 4
Interpreting Data
Predicting
GRADE 5
Designing Experiments
Fair Testing
GRADE 6
Controlling Variables
Scientific Problem Solving
GRADE 7
Hypothesizing
Developing Models
KINDERGARTEN CURRICULUM OBJECTIVES
Processes and Skills of Science
It is expected that students will:
- use the five senses to make observations
- share with others information obtained by observing
Life Science: Characteristics of Living Things
It is expected that students will:
- describe features of local plants and animals (e.g., colour, shape, size, texture)
- compare local plants
- compare common animals
Physical Science: Properties of Objects and Materials
It is expected that students will:
- describe properties of materials, including colour, shape, texture, size, and weight
- identify materials that make up familiar objects
- describe ways to rethink, refuse, reduce, reuse, and recycle
Earth and Space Science: Surroundings
It is expected that students will:
- demonstrate the ability to observe their surroundings
- describe features of their immediate environment•
GRADE 1 CURRICULUM OBJECTIVES
Processes and Skills of Science
It is expected that students will:
- communicate their observations, experiences, and thinking in a variety of ways (e.g., verbally, pictorially, graphically)
- classify objects, events, and organisms
Life Science: Needs of Living Things
It is expected that students will:
- classify living and non-living things
- describe the basic needs of local plants and animals (e.g., food, water, light)
- describe how the basic needs of plants and animals are met in their environment
Physical Science: Force and Motion
It is expected that students will:
- demonstrate how force can be applied to move an object
- compare the effect of friction on the movement of an object over a variety of surfaces
- demonstrate and describe the effects of magnets on different materials
Earth and Space Science: Daily and Seasonal Changes
It is expected that students will:
- describe changes that occur in daily and seasonal cycles and their effects on living things
- describe activities of Aboriginal peoples in BC in each seasonal cycle
GRADE 2 CURRICULUM OBJECTIVES
Processes and Skills of Science
It is expected that students will:
- use their senses to interpret observations
- infer the probable outcome of an event or behaviour based on observations
Life Science: Animal Growth and Changes
It is expected that students will:
- classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles
- describe some changes that affect animals (e.g., hibernation, migration, decline in population)
- describe how animals are important in the lives of Aboriginal peoples in BC
- describe ways in which animals are important to other living things and the environment
Physical Science: Properties of Matter
It is expected that students will:
- identify the properties of solids, liquids, and gases
- investigate changes to the properties of matter when it is heated or cooled
- investigate the interactions of liquids and solids
Earth and Space Science: Air, Water, and Soil
It is expected that students will:
- describe physical properties of air, water, and soil
- distinguish ways in which air, water, and soil interact
- explain why air, water, and soil are important for living things
GRADE 3 CURRICULUM OBJECTIVES
Processes and Skills of Science
It is expected that students will:
- ask questions that foster investigations and explorations relevant to the content
- measure objects and events
Life Science: Plant Growth and Change
It is expected that students will:
- compare familiar plants according to similarities and differences in appearance and life cycles
- describe ways in which plants are important to other living things and the environment
- describe how plants are harvested and used throughout the seasons
Physical Science: Materials and Structures
It is expected that students will:
- describe shapes that are part of natural and human-built structures (e.g., domes, arches, pyramids)
- compare the effects of different materials, shapes, and forces on the strength and stability of different structures
- conduct investigations into ways to improve the strength and stability of structures
Earth and Space Science: Stars and Planets
It is expected that students will:
- describe characteristics and movements of objects in our solar system
- compare familiar constellations in seasonal skies
- demonstrate awareness of the special significance of celestial objects for Aboriginal peoples
GRADE 4 CURRICULUM OBJECTIVES
Processes and Skills of Science
It is expected that students will:
- make predictions, supported by reasons and relevant to the content
- use data from investigations to recognize patterns and relationships and reach conclusions
Life Science: Habitats and Communities
It is expected that students will:
- compare the structures and behaviours of local animals and plants in different habitats and communities
- analyse simple food chains
- demonstrate awareness of the Aboriginal concept of respect for the environment
- determine how personal choices and actions have environmental consequences
Physical Science: Sound and Light
It is expected that students will:
- identify sources of light and sound
- explain properties of light (e.g., travels in a straight path, can be reflected)
- explain properties of sound (e.g., travels in waves, travels in all directions)
Earth and Space Science: Weather
It is expected that students will:
- measure weather in terms of temperature, precipitation, cloud cover, wind speed and direction
- analyse impacts of weather on living and non-living things
GRADE 5 CURRICULUM OBJECTIVES
Processes and Skills of Science
It is expected that students will:
- identify variables that can be changed in an experiment
- evaluate the fairness of a given experiment
- describe the steps in designing an experiment
Life Science: Human Body
It is expected that students will:
- describe the basic structure and functions of the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems
- explain how the different body systems are interconnected
Physical Science: Forces and Simple Machines
It is expected that students will:
- demonstrate how various forces can affect the movement of objects
- demonstrate mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw, and wheel
- design a compound machine
- describe applications of simple and compound machines used in daily life in BC communities
Earth and Space Science: Renewable and Non-Renewable Resources
It is expected that students will:
- analyse how BC’s living and non-living resources are used
- identify methods of extracting or harvesting and processing BC’s resources
- analyse how the Aboriginal concept of interconnectedness of the environment is reflected in responsibility for and caretaking of resources
- describe potential environmental impacts of using BC’s living and non-living resources
GRADE 6 CURRICULUM OBJECTIVES
Processes and Skills of Science
It is expected that students will:
- manipulate and control a number of variables in an experiment
- apply solutions to a technical problem (e.g., malfunctioning electrical circuit)
Life Science: Diversity of Life
It is expected that students will:
- demonstrate the appropriate use of tools to examine living things that cannot be seen with the naked eye
- analyse how different organisms adapt to their environments
- distinguish between life forms as single or multi-celled organisms and belonging to one of five kingdoms:
Plantae, Animalia, Monera, Protista, Fungi
Physical Science: Electricity
It is expected that students will:
- evaluate various methods for producing small electrical charges
- test a variety of electrical pathways using direct current circuits
- demonstrate that electricity can be transformed into light, heat, sound, motion, and magnetic effects
- differentiate between renewable and non-renewable methods of producing electrical energy
Earth and Space Science: Exploration of Extreme Environments
It is expected that students will:
- explain obstacles unique to exploration of a specific extreme environment
- assess technologies used for extreme environments
- describe contributions of Canadians to exploration technologies
GRADE 7 CURRICULUM OBJECTIVES
Processes and Skills of Science
It is expected that students will:
- test a hypothesis by planning and conducting an experiment that controls for two or more variables
- create models that help to explain scientific concepts and hypotheses
Life Science: Ecosystems
It is expected that students will:
- analyse the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems
- assess survival needs and interactions between organisms and the environment
- assess the requirements for sustaining healthy local ecosystems
- evaluate human impacts on local ecosystems
Physical Science: Chemistry
It is expected that students will:
- conduct investigations into properties of matter
- classify substances as elements, compounds, and mixtures
- measure substances and solutions according to pH, solubility, and concentration
Earth and Space Science: Earth’s Crust
It is expected that students will:
- compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks
- analyse the dynamics of tectonic plate movement and landmass formation
- explain how the Earth’s surface changes over time
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Math (return top)
Learning requires the active participation of the student. Children learn in a variety of ways and at different rates. Learning is both an individual and a group process.
A key component in successfully developing numeracy is making connections to these backgrounds and experiences. Meaningful student discussions can provide essential links among concrete, pictorial and symbolic representations of mathematics.
Mathematics concepts are presented within every school’s subjects and drawing
students’ attention to these concepts as they occur can help to provide the “teachable moment".
Students learn in different ways and at different rates. As in other subject areas, it is essential when teaching mathematics,that concepts are introduced to students in a variety of ways. Students should hear explanations, watch demonstrations, draw to represent their thinking, engage in experiences with concrete materials and be encouraged to visualize and discuss their understanding of concepts.
Mathematics K to 7 progress in age-appropriate ways, and are grouped under the following curriculum organizers and suborganizers.
Number
Students develop their concept of the number system and relationships between numbers. Concrete, pictorial and symbolic representations are used to help students develop their number sense. Computational fluency, the ability to connect understanding of the concepts with accurate, efficient and flexible computation strategies for multiple purposes, is stressed throughout
the number organizer with an emphasis on the development of personal strategies, mental mathematics and estimation strategies.
Patterns and Relations
Students develop their ability to recognize, extend, create, and use numerical and non- numerical patterns to better understand the world around them as well as the world of mathematics. This organizer provides opportunities for students to look for relationships in the environment and to describe the relationships. These relationships should be examined in multiple sensory forms.
The Patterns and Relations organizer includes the following suborganizers:
- Patterns
- Variables and Equations
Shape and Space
Students develop their understanding of objects and shapes in the environment around them. This includes recognition of attributes that can be measured, measurement of these attributes, description of these attributes, the identification and use of referents, and positional change of 3-D objects and 2-D shapes on the environment and on the Cartesian plane.
The Shape and Space organizer includes the following suborganizers:
- Measurement
- 3-D Objects and 2-D Shapes
- Transformations
Statistics and Probability
Students collect, interpret and present data sets in relevant contexts to make decisions. The development of the concepts involving probability is also presented as a means to make decisions.
The Shape and Space organizer includes the following
suborganizers:
- Data Analysis
- Chance and Uncertainty
MATH MAKES SENSE PROGRAM
For real understanding, students need a combination of open-ended problem solving opportunities, meaningful dialogue, and purposeful practice that reinforces, and extends, new learning.
Balanced instruction recognizes four key components that build mathematical literacy, as illustrated here.Addison Wesley Mathematics Makes Sense supports
each key component in the following ways.
Problem Solving
• Introduces new concepts by presenting a problem to solve.
• Includes whole group, partner, and independent problem-solving activities.
Understanding Concepts
• A variety of activities allows students to bring their own experiences
to new concepts.
• Question prompts guide the student dialogue that follows each new
learning experience.
• Consolidates key concepts before moving to independent work.
Application of Procedures
• Gives purposeful practice for students to apply, clarify, and extend the
learning.
• Provides regular opportunities for calculator or computer applications,
or the introduction of new problem-solving strategies.
Communication
• Guides students to represent their thinking in pictures, numbers, or
words.
• Provides a balance of oral and written communication opportunities.
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Social Studies (return top)
Through their participation in social studies, students will be encouraged and enabled to:
- understand and prepare to exercise their roles, rights, and responsibilities within their family, the community, Canada, and the world
- demonstrate respect for human equality and cultural diversity
- acquire an understanding of and appreciation for the historical and geographical forces that have shaped and continue to shape Canadian society and the societies of countries around the world
- develop the skills and attitudes necessary to become thoughtful, active participants in their communities and as global citizens
Skills and Processes of Social Studies
focus on providing opportunities for students to:
- identify and apply solutions to problems and issues
- gather, interpret, analyse, and present information
- practise active citizenship
Social Studies K to 7
Identity, Society, and Culture
Students learn about the characteristics that defi ne self, cultures, and societies, and the similarities and differences within and across cultures over time.
Governance
Students are given opportunities to develop a basic understanding of political and legal structures and processes, through which they can gain an appreciation of the purpose of governance in a variety of societies. Rights and responsibilities of citizenship and the role of participation are examined at community, national, and world levels.
Economy and Technology
Students are given opportunities to develop an understanding of basic economic concepts and systems. They also explore the impact of technological innovation on individuals, society, and the environment.
Human and Physical Environment
Students learn basic geographic skills and apply them to enhance their understanding of natural environments and relationships between people and natural systems. They explore the infl uence of physical geography and apply their understanding to areas such as resource development, stewardship, and sustainability.
KINDERGARTEN
It is expected that students will:
SKILLS AND PROCESSES OF SOCIAL STUDIES
- participate co-operatively in groups
- gather information from personal experiences, oral sources, and visual representations
- present information using oral or visual representations
IDENTITY, SOCIETY, AND CULTURE
- demonstrate an awareness of the concept of change
- identify groups and places that are part of their lives
- identify similarities and differences among families
GOVERNANCE
- describe their roles and responsibilities as members of the classroom and school community
- identify the purpose of classroom and school expectations
ECONOMY AND TECHNOLOGY
- identify individual human needs
- identify work done in their community
- identify examples of technologies used in their lives
HUMAN AND PHYSICAL ENVIRONMENT
- identify characteristics of different local environments
- demonstrate responsible behaviour in caring for their immediate environment
PRESCRIBED LEARNING OUTCOMES • By Grade
GRADE 1
It is expected that students will:
SKILLS AND PROCESSES OF SOCIAL STUDIES
- use picture maps to identify familiar locations in the school or community
- participate co-operatively and productively in groups
- gather information from personal experiences, oral sources, and visual representations
- present information using oral, written, or visual representations
- identify strategies to address relevant school-based problems
IDENTITY, SOCIETY, AND CULTURE
- describe changes that occur in their lives
- explain how families can be similar and different in terms of characteristics such as composition, culture, traditions, and roles of various family members
- identify a variety of social structures in which they live, learn, work, and play together
- identify symbols of Canada
GOVERNANCE
- describe their roles, rights, and responsibilities at home and at school
- explain the purpose of classroom and school expectations
ECONOMY AND TECHNOLOGY
- describe basic human needs
- identify types of work done by people in their community
- demonstrate awareness of the purpose of money
- describe ways they use technologies
HUMAN AND PHYSICAL ENVIRONMENT
- recognize maps of Canada
- identify characteristics of different environments
- demonstrate responsible behaviour in caring for their immediate and school environments
GRADE 2
It is expected that students will:
SKILLS AND PROCESSES OF SOCIAL STUDIES
- interpret simple maps using cardinal directions, symbols, and simple legends
- create simple maps representing familiar locations
- gather information from a variety of sources for presentation
- present information using oral, written, or visual representations
- select a solution to a classroom or school problem
IDENTITY, SOCIETY, AND CULTURE
- identify changes that occur in the school and community throughout the year
- describe ways individuals contribute to a community
- identify factors that infl uence who they are
- identify signifi cant language and cultural characteristics of Canadian society
GOVERNANCE
- distinguish their roles, rights, and responsibilities within the classroom and school
- describe how decisions are made in groups, the classroom, and the school
ECONOMY AND TECHNOLOGY
- describe work done in the school
- describe the purpose of money
- describe how technology affects individuals and schools
HUMAN AND PHYSICAL ENVIRONMENT
- locate on a map landforms and bodies of water of local and national signifi cance, including
Pacifi c Ocean
Atlantic Ocean
Arctic Ocean
Vancouver Island
Rocky Mountains
locally relevant examples
- describe their responsibility to the local environment
- describe how the physical environment infl uences human activities
CRIBED LEARNING OUTCOMES • By Grade
GRADE 3
It is expected that students will:
SKILLS AND PROCESSES OF SOCIAL STUDIES
- apply critical thinking skills – including questioning, predicting, imagining, comparing, classifying, and identifying patterns – to selected problems or issues
- identify a variety of symbolic representations
- use simple maps to interpret and present information
- gather information from a variety of sources
- organize information in chronological order
- create a presentation on a selected topic
- formulate a response to a relevant classroom, school, or community problem or issue
IDENTITY, SOCIETY, AND CULTURE
- identify changes that can occur in communities over time
- describe the importance of communities
- identify cultural similarities and differences
- identify characteristics of Canadian society
GOVERNANCE
- describe how an understanding of personal roles, rights, and responsibilities can affect the wellbeing of the school and community
- summarize the roles and responsibilities of local governments
ECONOMY AND TECHNOLOGY
- compare ways in which needs and wants are met in communities
- assess how technology affects individuals and communities
HUMAN AND PHYSICAL ENVIRONMENT
- locate major landforms and bodies of water in BC and Canada, including
St. Lawrence Seaway
Great Lakes
Fraser River
Queen Charlotte Islands
Canadian Shield
Hudson Bay
locally relevant examples
- identify characteristics of the provinces and territories of Canada
- demonstrate a sense of responsibility for the local environment
- describe how the physical environment infl uenced early settlement in their local community or another community studied
ESCRIBED LEARNING OUTCOMES • By Grade GRADE 4
It is expected that students will:
SKILLS AND PROCESSES OF SOCIAL STUDIES
- apply critical thinking skills – including comparing, imagining, inferring, identifying patterns, and summarizing – to selected problems and issues
- use maps and timelines to gather and represent information
- gather information from a variety of sources
- identify alternative perspectives on a selected event or issue
- create a presentation on a selected historical event or topic
- formulate strategies to address problems or issues
IDENTITY, SOCIETY, AND CULTURE
- distinguish characteristics of various Aboriginal cultures in BC and Canada
- demonstrate knowledge of early European exploration of BC and Canada
- identify effects of early contact between Aboriginal societies and European explorers and settlers
GOVERNANCE
- compare governance in Aboriginal cultures with governance in early European settlements in BC and Canada
- identify the impact of Canadian governance on Aboriginal people’s rights
ECONOMY AND TECHNOLOGY
- compare bartering and monetary systems of exchange
- describe technologies used by Aboriginal people in BC and Canada
- analyse factors that infl uenced early European exploration of North America
- describe technologies used in exploration, including transportation navigation food preservation
- describe economic and technological exchanges between explorers and Aboriginal people
HUMAN AND PHYSICAL ENVIRONMENT
- use maps and globes to locate the world’s hemispheres the world’s continents and oceans Aboriginal groups studied
- identify the signifi cance of selected place names in BC and Canada
- describe Aboriginal peoples’ relationship with the land and natural resources
RESCRIBED LEARNING OUTCOMES • By Grade GRADE 5
It is expected that students will:
SKILLS AND PROCESSES OF SOCIAL STUDIES
- apply critical thinking skills – including hypothesizing, comparing, imagining, inferring, identifying patterns, and summarizing – to a range of problems and issues
- use maps and timelines to locate, interpret, and represent major physical, political, and economic features of BC and Canada
- gather a body of information from a variety of primary and secondary sources
- create a presentation on a selected topic
- defend a position on a selected topic
- implement a plan of action to address a selected school, community, or national problem or issue
IDENTITY, SOCIETY, AND CULTURE
- describe the signifi cance of key events and factors in the development of BC and Canada, including the fur trade the railroad the Fraser/Cariboo gold rush
- assess why immigrants came to Canada, the individual challenges they faced, and their contributions to Canada
- describe the contributions of signifi cant individuals to the development of Canada’s identity
GOVERNANCE
- demonstrate knowledge of how Confederation formed Canada as a nation
- describe levels, responsibilities, and the election of government in Canada
- identify the distinct governance structures of First Nations in Canada
ECONOMY AND TECHNOLOGY
- analyse the relationship between the economic development of communities and their available resources
- analyse the development of transportation systems in BC and Canada
HUMAN AND PHYSICAL ENVIRONMENT
- describe the major physical regions of Canada
- describe the location of natural resources within BC and Canada, including
fi sh and marine resources forests minerals energy resources
- explain why sustainability is important
- analyse environmental effects of settlement in early BC and Canada
PRESCRIBED LEARNING OUTCOMES • By GRADE 6
It is expected that students will:
SKILLS AND PROCESSES OF SOCIAL STUDIES
- apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying,
identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues
- interpret graphs, tables, aerial photos, and various types of maps
- evaluate the credibility and reliability of selected sources
- deliver a formal presentation
- implement a plan of action to address a selected local or global problem or issue
IDENTITY, SOCIETY, AND CULTURE
- assess diverse concepts of Canadian identity
- compare Canadian society with the society of another country
- relate a society’s artistic expression to its culture
GOVERNANCE
- compare the federal government in Canada with national governments of other countries
- describe key characteristics of the justice system in Canada
- assess equality and fairness in Canada with reference to the Canadian Charter of Rights and Freedoms
- compare individual and collective rights and responsibilities in Canada with those in other countries
- describe the role of Canada in the world
ECONOMY AND TECHNOLOGY
- describe the importance of trade for BC and Canada
- analyse the signifi cance of communications technologies in Canada
- evaluate effects of technology on lifestyles and environments
- compare Canada’s economy, technology, and quality of life with those in one or more selected
countries
HUMAN AND PHYSICAL ENVIRONMENT
- assess the relationship between cultures and their environments
- describe factors that affect settlement patterns and population distribution in selected countries
PRESCRIBED LEARNING OUTCOMES • By Grade
GRADE 7
It is expected that students will:
SKILLS AND PROCESSES OF SOCIAL STUDIES
- apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues
- use various types of graphs, tables, timelines, and maps to obtain or communicate information
- compile a body of information from a range of sources
- deliver a formal presentation on a selected issue or inquiry using two or more forms of representation
- defend a position on a contemporary or historical issue
IDENTITY, SOCIETY, AND CULTURE
- analyse the concept of civilization as it applies to selected ancient cultures
- analyse social roles within one or more ancient civilizations
- identify infl uences and contributions of ancient societies to present-day cultures
GOVERNANCE
- describe the evolution and purpose of rules, laws, and government in ancient civilizations
- assess how ancient systems of laws and government have contributed to current Canadian political and legal systems
ECONOMY AND TECHNOLOGY
- describe various ways ancient peoples exchanged goods and services
- assess ways technological innovations enabled ancient peoples to
adapt to and modify their environments satisfy their needs
increase exploration and trade develop their cultures
- compare ancient and modern communications media
HUMAN AND PHYSICAL ENVIRONMENT
- assess how physical environments affected ancient civilizations
- identify the impact of human activity on physical environments in ancient civilizations
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