Subject: Applied Design, Skills, and Technologies
Kindergarten –Grade 5
Students are expected to use the learning standards for Curricular Competencies from Applied Design, Skills, and Technologies K–3 in combination
with grade-level content from other areas of learning in cross-curricular activities to develop foundational mindsets and skills in design thinking and
making.
Grade 4 and 5
Students are expected to use the learning standards for Curricular Competencies from Applied Design, Skills, and Technologies 4–5 in combination
with grade-level content from other areas of learning in cross-curricular activities to develop foundational mindsets and skills in design thinking and
making.
Grade 6 and 7
Over the course of Grades 6 and 7, students will be exposed to a variety of content chosen from the provincial options below and/or locally
developed options. Students will experience a minimum of three modules of ADST in each of Grades 6 and 7. Schools may choose from among the
modules listed below or develop new modules that use the Curricular Competencies of ADST 6–7 with locally developed content. Locally developed
modules can be offered in addition to, or instead of, the modules in the provincial curriculum.
Computational Thinking
Students are expected to know the following:
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simple algorithms that reflect computational thinking
visual representations of problems and data
evolution of programming languages
visual programming
Computers and Communications Devices
Students are expected to know the following:
 computer system architecture, including hardware and software, network infrastructure (local), intranet/Internet, and personal
communication devices
 strategies for identifying and troubleshooting simple hardware and software problems
 function of input and output devices, including 3D printing and adaptive technologies for those with special needs
 ergonomics in use of computers and computing devices
Digital Literacy
Students are expected to know the following:
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Internet safety
digital self-image, relationships, and communication
legal and ethical considerations, including creative credit and copyright, and cyberbullying
methods for personal media management
search techniques, how search results are selected and ranked, and criteria for evaluating search results
strategies to identify personal learning networks
Drafting
Students are expected to know the following:
 technical drawing, including sketching techniques and manual drafting techniques
 elements of plans and drawings
 simple computer-aided drafting programs
Entrepreneurship and Marketing
Students are expected to know the following:
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role of entrepreneurship in designing and making products and services
market niche
branding of products, services, institutions, or places
pricing product/service, including decision to seek profit or break even
role of basic financial record-keeping and budgeting
Food Studies
Students are expected to know the following:
 basic food handling and simple preparation techniques and equipment
 factors in ingredient use, including balanced eating/nutrition, function, and dietary restrictions
 factors that influence food choices, including cost, availability, and family and cultural influences
Media Arts
Students are expected to know the following:
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media types, non-digital and digital, and their distinguishing characteristics and uses
techniques for using images, sounds, and text to communicate information, settings, ideas, and story structure
media technologies and techniques to capture, edit, and manipulate images, sounds and text for specific purposes
influences of digital media for the purpose of communication and self expression
Metalwork
Students are expected to know the following:
 characteristics and uses of metals
 metalworking techniques and processes using hand tools
 metals as a non-renewable resource
Power Technology
Students are expected to know the following:
 power is the rate at which energy is transformed
forms of energy
 energy is conserved
 devices that transform energy
Robotics
Students are expected to know the following:
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a robot is a machine capable of carrying out a complex series of actions automatically
uses of robotics
main components of robots: sensors, control systems, and effectors
various ways that objects can move
programming and logic for robotics components
various platforms for robotics
Textiles
Students are expected to know the following:
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range of uses of textiles
variety of textile materials
hand construction techniques for producing and/or repairing textile items
consumer concerns that influence textile choices, including availability, cost, function (e.g. waterproof), and textile care
Woodwork
Students are expected to know the following:
 ways in which wood is used in local cultural and economic contexts
 characteristics of wood as a material
woodworking techniques and basic joinery using hand tools
Subject: Art Education
Kindergarten and Grade 1
 elements in the arts, including but not limited to:
— dance: body, space, dynamics, time, relationships
— drama: character, time, place, plot
— music: beat/pulse, rhythm, tempo, pitch, dynamics
— visual arts: elements of design: line, shape, texture, colour; principles of design: pattern, repetition
 processes, materials, movements, technologies, tools and techniques to support arts activities
 notation to represent sounds, ideas and movement
 a variety of dramatic forms
 symbolism as expressions of meaning
 traditional and contemporary Aboriginal arts and arts-making processes
 variety of local works of art and artistic traditions
 personal and collective responsibility associated with creating, experiencing, and performing in a safe learning environment
Grade 2
 elements in the arts, including but not limited to:
— dance: dance: body, space, dynamics, time, relationships
— drama: character, time, place, plot, tension
— music: beat/pulse, duration, rhythm, tempo, pitch, timbre, dynamics, form, texture
— visual arts: elements of design: line, shape, texture, colour, form; principles of design: pattern, repetition, rhythm, contrast
 processes, materials, movements, technologies, tools and techniques to support arts activities
 notation to represent sounds, ideas and movement
 a variety of dramatic forms
 symbolism as a means of expressing specific meaning
 traditional and contemporary Aboriginal arts and arts-making processes
 a variety of local works of art and artistic traditions from diverse cultures, communities, times, and places
Grade 3
 elements in the arts, including but not limited to:
— dance: body, space, dynamics, time, relationships
— drama: character, time, place, plot, tension
— music: beat/pulse, duration, rhythm, tempo, pitch, timbre, dynamics, form, texture
— visual arts: elements of design: line, shape, space, texture, colour, form; principles of design: pattern, repetition, rhythm, contrast,
emphasis
 processes, materials, movements, technologies, tools and techniques to support arts activities
 notation to represent sounds, ideas and movement
 a variety of dramatic forms
 image development strategies
 movement development strategies
 symbolism as ways of creating and representing meaning
 traditional and contemporary Aboriginal arts and arts-making processes
 a variety of local works of art and artistic traditions from diverse cultures, communities, times, and places
 personal and collective responsibility associated with creating, experiencing, and performing in a safe learning environment
Grade 4
 elements and principles that together create meaning in the arts, including but not limited to:
— dance: body, space, dynamics, time, relationships; form and movement principles
— drama: character, time, place, plot, tension, mood and focus
— music: beat/pulse, duration, rhythm, tempo, pitch, timbre, dynamics, form, texture
— visual arts: elements of design: line, shape, space, texture, colour, form; principles of design: pattern, repetition, balance, contrast,
emphasis, rhythm, unity, variety
 processes, materials, movements, technologies, tools and techniques to support arts activities
 movement development strategies
 a variety of dramatic forms
 notation to represent sounds, ideas, movements, elements, and actions
 image development strategies
 symbolism and metaphor to create and represent meaning
 traditional and contemporary Aboriginal arts and arts-making processes
 a variety of regional and national works of art and artistic traditions from diverse cultures, communities, times, and places
 personal and collective responsibility associated with creating, experiencing, and performing in a safe learning environment
Grade 5
 elements and principles that together create meaning in the arts, including but not limited to:
— dance: body, space, dynamics, time, relationships; form and movement principles
— drama: character, time, place, plot, tension, mood and focus
— music: beat/pulse, metre, duration, rhythm, tempo, pitch, timbre, dynamics, form, texture
— visual arts: elements of design: line, shape, space, texture, colour, form, value; principles of design: balance, pattern, repetition,
contrast, emphasis, rhythm, unity, variety
 processes, materials, movements, technologies, tools and techniques to support creative works
 movement development strategies
 a variety of dramatic forms
 notation in music and dance to represent sounds, ideas, movement, elements, and actions
 image development strategies
 symbolism and metaphor to explore ideas and perspective
 traditional and contemporary Aboriginal arts and arts-making processes
 a variety of regional and national works of art and artistic traditions from diverse cultures, communities, times, and places
 personal and collective responsibility associated with creating, experiencing, and performing in a safe learning environment
Grade 6
 purposeful application of elements and principles to create meaning in the arts, including but not limited to:
— dance: body, space, dynamics, time, relationships; form and movement principles
— drama: character, time, place, plot, tension, mood, focus, contrast
— music: beat/pulse, metre, duration, rhythm, tempo, pitch, timbre, dynamics, form, texture
— visual arts: elements of design: line, shape, space, texture, colour, form, tone; principles of design: pattern, repetition, balance,
contrast, emphasis, rhythm, unity, variety, harmony
 processes, materials, movements, technologies, tools, strategies, and techniques to support creative works
 movement development strategies
 a variety of dramatic forms
 notation in music and dance to represent sounds, ideas, movement, elements, and actions
 image development strategies
 symbolism and metaphor to explore ideas and perspective
 traditional and contemporary Aboriginal arts and arts-making processes
 a variety of national and international works of art and artistic traditions from diverse cultures, communities, times, and places
 personal and collective responsibility associated with creating, experiencing, and performing in a safe learning environment
Grade 7
 manipulation of elements and principles to create meaning in the arts, including but not limited to:
— dance: body, space, dynamics, time, relationships; form and movement principles
— drama: character, time, place, plot, tension, mood, focus, contrast
— music: beat/pulse, metre, duration, rhythm, tempo, pitch, timbre, dynamics, form, texture
— visual arts: elements of design: line, shape, space, texture, colour, form, tone; principles of design: pattern, repetition, balance, contrast,
emphasis, rhythm, movement, unity, variety, proportion, harmony
 processes, materials, movements, technologies, tools, strategies, and techniques to support creative works
 movement development strategies
 drama forms and drama conventions
 notation in music and dance to represent sounds, ideas, movement, elements, and actions
 image development strategies
 symbolism and metaphor to explore ideas and perspective
 traditional and contemporary Aboriginal arts and arts-making processes
 a variety of national and international works of art and artistic traditions from diverse cultures, communities, times, and places
 ethical considerations and cultural appropriation related to the arts
 personal and collective responsibility associated with creating, experiencing, and performing in a safe learning environment
Subject: Career Education
Kindergarten to Grade 3
Personal Development
 goal-setting strategies
 risk taking and its role in self-exploration
Connections to Community
 cultural and social awareness
 roles and responsibilities at home, at school, and in the local community
 jobs in the local community
Grade 4 and 5
Personal Development
 goal-setting strategies
 problem-solving and decision-making strategies
 emergent leadership skills
Connections to Community
 cultural and social awareness
 generational roles and responsibilities
 safety hazards and rules at school, at home, and in the community
Grade 6 and 7
Personal Development
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goal-setting strategies
self-assessment
project management
leadership
problem-solving and decision-making strategies
Connections to Community
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local and global needs and opportunities
cultural and social awareness
global citizenship
volunteer opportunities
Life and Career Plan
 factors affecting types of jobs in the community
 technology in learning and working
 role of mentors, family, community, school, and personal network in decision making
Subject: Core French
Grade 5
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French phonemes that differ from English phonemes
French names for the letters of the alphabet
gender and number
simple sentence structure with high-frequency verbs
simple question words
vocabulary and structures for expressing personal information
simple descriptions
common, high-frequency vocabulary and structures for likes, dislikes, and preferences
where Francophone cultural communities exist across Canada
a Francophone cultural festival or celebration in Canada
basic vocabulary to describe common elements of cultural festivals and celebrations
Grade 6
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French phonemes that differ from English phonemes
spelling of common, high-frequency words
key vocabulary and structures to ask and respond to different types of questions
vocabulary and structures to describe common emotions and states of physical health
vocabulary and structures to describe family, pets, friends, and community members
vocabulary and structures related to hobbies and topics of interest
vocabulary and structures to express reasons for likes and dislikes
a Francophone cultural community in Canada
vocabulary to describe common elements of cultural communities
Grade 7
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key vocabulary and structures to ask and respond to different types of questions
common vocabulary to describe members of the school and local community
common vocabulary to describe locations and give directions
vocabulary and structures for making comparisons
vocabulary and structures to express reasons for likes, dislikes, and preferences
an international Francophone cultural community
vocabulary to describe common elements of cultural communities
Subject: English Language Arts
Kindergarten
Story/text
 structure of story
 literary elements and devices
Strategies and processes
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reading strategies
oral language strategies
metacognitive strategies
writing processes
Language features, structures, and conventions
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concepts of print
letter-sound correspondence (phonemic and phonological awareness)
letter formation
the relationship between reading, writing, and oral language
Grade 1
Story/text
 elements of story
 literary elements and devices
 vocabulary to talk about texts
Strategies and processes
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reading strategies
oral language strategies
metacognitive strategies
writing processes
Language features, structures, and conventions
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concepts of print
print awareness
letter-sound correspondence (phonemic and phonological awareness)
letter formation
sentence structure and grammar
conventions
Grade 2
Story/text
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elements of story
literary elements and devices
text features
vocabulary associated with texts
Strategies and processes
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reading strategies
oral language strategies
metacognitive strategies
writing processes
Language features, structures, and conventions
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features of oral language
word patterns, word families
concepts of print
letter-sound correspondence (phonemic and phonological awareness)
letter formation
sentence structure and grammar
conventions
Grade 3
Story/text
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elements of story
form, function, and genre of texts
structures and features of written text
literary elements and devices
Strategies and processes
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reading strategies
oral language strategies
metacognitive strategies
writing processes
Language features, structures, and conventions
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features of oral language
word patterns, word families
legible printing
sentence structure and grammar
conventions
Grade 4
Story/text
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form, function, and genre of texts
features of written texts
literary elements
literary devices
elements of non-fiction texts
evidence
bias
Strategies and processes
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reading strategies
oral language strategies
metacognitive strategies
writing processes
Language features, structures, and conventions
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features of oral language
paragraph structure
sentence structure and grammar
conventions
Grade 5
Story/text
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form, function, and genre of texts
features of written texts
literary elements
literary devices
non-fiction elements
perspective/point of view
Strategies and processes
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reading strategies
oral language strategies
metacognitive strategies
writing processes
Language features, structures, and conventions
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features of oral language
effective paragraphing
sentence structure and grammar
conventions
Grade 6
Story/text
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form, function, and genre of texts
features of written texts
literary elements
literary devices
elements of non-fiction texts
techniques of persuasion
Strategies and processes
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reading strategies
oral language strategies
metacognitive strategies
writing processes
Language features, structures, and conventions
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features of oral language
effective paragraphing
language varieties
sentence structure and grammar
conventions
Grade 7
Story/text
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form, function, and genre of texts
features of written texts
literary elements
literary devices
elements of non-fiction texts
Strategies and processes
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reading strategies
oral language strategies
metacognitive strategies
writing processes
Language features, structures, and conventions
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features of oral language
language varieties
syntax and sentence fluency
conventions
Subject: Mathematics
Kindergarten
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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
Grade 1
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number concepts to 20
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
Grade 2
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number concepts to 100
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
Grade 3
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number concepts to 1000
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
Grade 4
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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
Grade 5
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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
Grade 6
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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
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
Grade 7
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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)
Subject: Physical Education
Kindergarten
 proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills
 how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and
games
 relationships between food, hydration, and health
 practices that promote health and well-being
 names for parts of the body, including male and female private parts
 appropriate and inappropriate ways of being touched
 different types of substances
 hazards and potentially unsafe situations
 caring behaviours in groups and families
 emotions and their causes and effects
 reliable sources of health information
Grade 1
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proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills
how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
relationships between food, hydration, and health
effects of different activities on the body
practices that promote health and well-being
names for parts of the body, including male and female private parts
appropriate and inappropriate ways of being touched
different types of substances and how to safely use or avoid them
hazards and potentially unsafe situations
caring behaviours in groups and families
emotions and their causes and effects
reliable sources of health information
Grade 2
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proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills
ways to monitor physical exertion levels
how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
effects of physical activity on the body
practices that promote health and well-being, including those relating to physical activity, nutrition, and illness prevention
strategies for accessing health information
strategies and skills to use in potentially hazardous, unsafe, or abusive situations
effects of different substances, and strategies for preventing personal harm
managing and expressing emotions
factors that influence self-identity
Grade 3
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proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills
movement concepts and strategies
ways to monitor physical exertion levels
different types of physical activities, including individual and dual activities, rhythmic activities, and games
practices that promote health and well-being, including those relating to physical activity, sleep, and illness prevention
nutrition and hydration choices to support different activities and overall health
strategies for accessing health information
strategies and skills to use in potentially hazardous, unsafe, or abusive situations
nature and consequences of bullying
effects of different substances, and strategies for preventing personal harm
relationship between worries and fears
factors that influence self-identity
Grade 4
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proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills
movement concepts and strategies
ways to monitor physical exertion levels
how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
benefits of physical activity and exercise
practices that promote health and well-being, including those relating to physical activity, sleep, healthy eating, and illness prevention
food portion sizes and number of servings
communicable and non-communicable illnesses
 media messaging and body image
 strategies and skills to use in potentially hazardous, unsafe or abusive situations, including identifying common lures or tricks used by
potential abusers
 strategies for responding to bullying, discrimination, and violence
 potential effects of psychoactive substance use, and strategies for preventing personal harm
 factors that influence self-identity, including body image and social media
 physical, emotional, and social changes that occur during puberty, including those involving sexuality and sexual identity
Grade 5
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proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills
movement concepts and strategies
ways to monitor and adjust physical exertion levels
how to participate in different types of physical activities including individual and dual activities, rhythmic activities, and games
differences between the health components of fitness
training principles to enhance personal fitness levels, including the FITT principle
benefits of physical activity and exercise
food choices to support active lifestyles and overall health
practices that promote health and well-being, including those that prevent communicable and non-communicable illnesses
sources of health information and support services
strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings
factors influencing use of psychoactive substances, and potential harms
physical, emotional, and social changes that occur during puberty, including those involving sexuality and sexual identity, and changes
to relationships
Grade 6
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proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills
movement concepts and strategies
ways to monitor and adjust physical exertion levels
how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
training principles to enhance personal fitness levels, including the FITT principle and the SAID principle
influences on food choices
practices that reduce the risk of contracting sexually transmitted infections and life-threatening communicable diseases
sources of health information
basic principles for responding to emergencies
strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings
consequences of bullying, stereotyping, and discrimination
strategies for managing personal and social risks related to psychoactive substances and potentially addictive behaviours
physical, emotional, and social changes that occur during puberty and adolescence
influences on individual identity, including sexual identity, gender, values, and beliefs
Grade 7
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proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills
movement concepts and strategies
ways to monitor and adjust physical exertion levels
how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games
training principles to enhance personal fitness levels, including the FITT principle, SAID principle, and specificity
effects of different types of physical activity on the body
factors that influence personal eating choices
practices that reduce the risk of contracting sexually transmitted infections and life-threatening communicable diseases
sources of health information
basic principles for responding to emergencies
strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings
consequences of bullying, stereotyping, and discrimination
signs and symptoms of stress, anxiety, and depression
influences of physical, emotional, and social changes on identities and relationships
Subject: Science
Kindergarten
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basic needs of plants and animals
features of local plants and animals that help them meet their basic needs
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
changes that living things make to accommodate daily
and seasonal cycles
Grade 1
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the classification of living or non-living things
structural features of living things in the local environment
behavioural adaptations of animals in the local environment
specific properties of materials connected to the function of the materials
natural and artificial sources of light and sound
properties of light and sound that depend on their source and the objects they interact with
common objects in the sky
Aboriginal knowledge of the sky and landscape
local patterns in events that occur on Earth and in the sky
Grade 2
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metamorphic and non-metamorphic life cycles of different organisms
similarities and differences between offspring and parent
Aboriginal knowledge of life cycles
physical ways of changing materials
chemical ways of changing materials
types of forces
water sources, including local watersheds
water — a limited resource
the water cycle
Grade 3
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biodiversity in the local environment
Aboriginal knowledge of ecosystems
energy — needed for life
atoms or molecules as particles of matter
properties of materials — related to the particles they consist of
sources of thermal energy
transfer of thermal energy
major local landforms
observable changes in the local environment caused by erosion and deposition by wind, water, and ice
Grade 4
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the ways organisms in ecosystems sense and respond to their environment
solids, liquids, and gases as matter
the effect of temperature on pressure in a gas
energy:
— has various forms
— is conserved
devices that transform energy
local changes caused by Earth’s axis, rotation, and orbit
features of biomes
the relationship between the sun and the moon
Grade 5
 basic structures and functions of body systems:
— digestive
— excretory
— 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 transformed
 local types of earth materials
 the rock cycle
 Aboriginal concept of interconnectedness in the environment
 the nature of sustainable practices around BC’s living and non-living resources
Grade 6
 the basic structures and functions of body systems:
— musculoskeletal
— reproductive
— hormonal
— nervous
 heterogeneous mixtures
 mixtures — separated using a difference in component properties
 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
 extreme environments exist on Earth and in the solar system
Grade 7
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natural selection through adaptive radiation — a proposed mechanism of the theory of evolution
survival needs and interactions between organisms and the environment
elements and compounds are substances
chemical changes
crystalline structure of solids
electricity — generated in different ways with different environmental impacts
electricity — used to generate magnetism
fossil records and geological dating
evidence of climate change over geological time and the recent impacts of humans
Subject: Social Studies
Kindergarten
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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
Grade 1
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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
Grade 2
 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
Grade 3
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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
Grade 4
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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
Grade 5
 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
Grade 6
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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
Grade 7
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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