KINDERGARTEN TO GRADE 12
Aboriginal Learning Outcomes
(Excluding FNS 12 and EFP courses)
Table of Contents
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Page 2
KINDERGARTEN
KINDERGARTEN - SOCIAL STUDIES
IDENTITY, SOCIETY, AND CULTURE
Suggested Achievement Indicators
Prescribed Learning Outcomes
B2 identify groups and places that are part of
their lives
identify a variety of groups to which they
belong (e.g., family, friends, clan, class, sports
teams, Sparks/Beavers)
give examples of ways in which people
co-operate in order to live together peacefully
(e.g., sharing, taking turns, following rules,
being polite)
 state that they live in Canada
identify familiar places and landmarks in
their school and community (e.g., Aboriginal
friendship centres, recreation centres, war
memorials, murals, libraries, fire halls, corner
stores, places of worship, playgrounds)
GRADE 1
GRADE 1 - SCIENCE
EARTH AND SPACE SCIENCE: DAILY AND
SEASONAL CHANGES Prescribed Learning
Suggested Achievement Indicators
Outcomes
describe activities of Aboriginal peoples in BC
in each seasonal cycle
give
several examples that show how
activities of Aboriginal peoples differ
according to seasonal cycles and regions (e.g.,
differences between activities in the
Interior/coast; north/south)
prepare a detailed list of local Aboriginal
activities in the
- fall (e.g., berry picking, freezing, and
drying; equipment readied for
hunting season; firewood stacked)
- winter (e.g., sports activities, feasts,
potlatches)
- spring (e.g., planting)
- summer (e.g., picnics, baking bannock,
preparing fishing nets)
GRADE 1 – SOCIAL STUDIES
IDENTITY, SOCIETY AND CULTURE
Suggested Achievement Indicators
Prescribed Learning Outcomes
B4 identify symbols of Canada
accurately name Canada as the country in
which they live
 recognize a variety of symbols
characteristic of Canada (e.g., maple leaf,
Canadian flag, symbols on coins, totem poles)
 sing or recite the words to O Canada

Page 4
GRADE 2
GRADE 2 - SCIENCE
LIFE SCIENCE: ANIMAL GROWTH AND
Suggested Achievement Indicators
CHANGES Prescribed Learning Outcomes
describe how animals are important in the lives
of Aboriginal peoples in BC
identify from historical sources how
animals were part of the lives of Aboriginal
peoples (e.g.., bear: fur for warmth during the
winter; grease for cooking and personal care;
bones for tools)
illustrate in detail how animals help to
meet the needs of local Aboriginal peoples
(e.g., seal oil and meat on the West Coast; eagle
feathers in ceremonies)
GRADE 2 - SCIENCE
PHYSICAL SCIENCE: PROPERTIES OF
MATTER Prescribed Learning Outcomes
describe applications of simple and compound
machines used in daily life in BC communities
Suggested Achievement Indicators
give several examples of some common
heavy machines that contain simple machines
(e.g., fork‐lift, grader, crane, logloader)
illustrate in detail how a combination of
simple machines can be used to solve various
problems in daily life
describe the various ways in which
Aboriginal peoples in BC have used machines
Page 5
GRADE 2 – VISUAL ARTS
CREATIVE PROCESSES
Suggested Achievement Indicators
Prescribed Learning Outcomes
A1 use a variety of image sources to create
images, including feelings, imagination,
memory, and observation
 name and apply examples of how feelings
can be used to create images (e.g., feeling
expressed in Emily Carr forest images)
 name and apply examples of how
imagination can be used to create images (e.g.,
storybook pictures, fantasy world)
 name and apply examples of how
memory can be used to create images (e.g., a
field trip to an Aboriginal friendship centre or
art gallery, a family vacation)
 name and apply examples of how
observation can be used to create images (e.g.,
landscapes, still life, Robert Bateman animal
images)
GRADE 2 – VISUAL ARTS
SKILLS AND STRATEGIES
Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 describe and apply image-development
strategies including
- simplification
- abstraction
 describe examples of simplification and
abstraction in images viewed in the class,
school, and community (e.g., Georgia O’Keefe’s
flower paintings, Inuit animal carvings and
prints)
 create images that demonstrate the use of
simplification and/or abstraction to produce a
particular effect (e.g., simplified flowers in the
style of Georgia O’Keefe, simplified animal
shapes)
 use appropriate terminology (e.g.,
simplification, imagination, mood, sense) to
describe image development
Page 6
GRADE 2 – VISUAL ARTS
SKILLS AND STRATEGIES
Suggested Achievement Indicators
Prescribed Learning Outcomes
B2 describe and apply the use of specific
elements and principles in images, including
- colour
- shape
- line
- pattern
- symmetrical balance
 describe examples of the use of colour,
shape, line, pattern, and symmetry in images
viewed
 create images that demonstrate the use of
colour to produce a particular effect (e.g.,
adding white to lighten a colour, contrasting
colours of paper)
 create images that demonstrate the use of
shape to produce a particular effect (e.g.,
organic shapes in the style of Henri Matisse,
geometric shapes to create a landscape)
 create images that demonstrate the use of
line to produce a particular effect (e.g.,
continuous line drawing, line in the images of
Gu Xiong)
 create images that demonstrate the use of
pattern to produce a particular effect (e.g.,
weaving in Coast Salish style, printmaking)
 create images that demonstrate the use of
symmetrical balance to produce a particular
effect (e.g., butterfly, human face)
 use appropriate terminology to describe
the characteristics of images (e.g., geometric
and organic shapes, symmetry)
Page 7
GRADE 3
GRADE 3 - ENGLISH LANGUAGE ARTS
READING AND VIEWING (PURPOSES)
Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 read fluently and demonstrate
comprehension of a range of gradeappropriate literary texts, such as
- stories from various Aboriginal and
other cultures
- stories from a variety of genres (e.g.,
folktales, legends, adventure, humour,
biographies, mysteries)
- series and chapter books
- picture books
- poems
read grade-appropriate literary texts
independently and collectively (e.g., choral
reading and readers’ theatre), with accuracy,
comprehension, and fluency, including
expression and phrasing
summarize major points from fiction and
retell events in the correct general sequence
make inferences (e.g., about characters or
situations) 
describe similarities and differences
among texts and among
genres make text-to-text, text-to-self, and
text-to-world connections
demonstrate comprehension by sketching,
completing a cloze
activity, or acting out the text
identify images, rhythmic patterns, and
themes in poems, citing
specific words or phrases

GRADE 3 - SCIENCE
LIFE SCIENCE: PLANT GROWTH AND
CHANGES Prescribed Learning Outcomes
Suggested Achievement Indicators
describe how plants are harvested and used
throughout the seasons
identify and illustrate different methods
of harvesting (e.g., mechanized, by hand)
research and report on how B.C.
Aboriginal peoples use plants for food,
medicine, and products
Page 8
GRADE 3 - SCIENCE
EARTH AND SPACE SCIENCE: STARS AND
PLANETS Prescribed Learning Outcomes
Suggested Achievement Indicators
demonstrate awareness of the special
significance of celestial objects for Aboriginal
peoples
generate specific questions in response to
an Aboriginal story focusing on celestial
objects (e.g., stars, moon, planets, comets,
eclipses) and illustrate answers using detailed
drawings
write their own stories, complete with
picture, on a celestial object (e.g., how the
moon came to be; why the sun is so hot)
GRADE 3 - SOCIAL STUDIES
IDENTITY, SOCIETY, AND CULTURE Prescribed Suggested Achievement Indicators
Learning Outcomes
B4 identify characteristics of Canadian society
demonstrate knowledge that Aboriginal
groups constituted Canada’s original communities
give examples of how diverse cultural
influences are represented in Canadian society
(e.g., community gathering places, languages
spoken, celebrations, symbols, food, music)
create a representation (e.g., collage, diorama,
poster) to communicate information about a
selected culture in Canada
show on a map of the world the countries of
origin of various groups who have come to Canada
as immigrants
identify the significance of symbols of British
Columbia and their local community (e.g., flag,
floral emblem, bird, coat of arms)
GRADE 3 - SOCIAL STUDIES
GOVERNANCE Prescribed Learning Outcomes
Suggested Achievement Indicators
C2 summarize the roles and responsibilities of local
governments
 give examples of leadership in their
communities (e.g., mayor, town councillor, chief,
elders, community volunteers) and identify their
meeting places
 describe the services provided by the local
government (e.g., police, firefighting, traffic
control, garbage removal)
 list issues relevant to their local community
(e.g., crosswalks, bike paths, playgrounds, sports
complexes)
Page 9
GRADE 4
GRADE 4 - ENGLISH LANGUAGE ARTS
Suggested Achievement Indicators
ORAL LANGUAGE (Thinking) Prescribed
Learning Outcomes
TT
A9 use speaking and listening to improve and
extend thinking, by
- acquiring new ideas
- making connections and asking
questions
- comparing and analysing ideas
- developing explanations
- considering alternative viewpoints
- investigating problems and creating
solutions
 identify logical connections between new
TT
information and prior knowledge
explain how new information or ideas
have changed their thinking (e.g., ‚I used to
believe BC Aboriginal cultures were much the
same, but now I can name several traditional
differences between the Haida and the
Okanagan peoples.‛)
ask a question and consider new
possibilities (e.g., ‚I wonder if…,‛ ‚What would
happen if…‛)
engage in structured class discussion
about similarities and differences in two
viewpoints
offer a simple, reasonable interpretation of
the author’s message
in structured situations (e.g., role play,
A/B partners), suggest alternative ways to use
language to resolve problems and explain the
impact of the various choices
Page 10
GRADE 4 - ENGLISH LANGUAGE ARTS
READING AND VIEWING (Purposes)
Prescribed Learning Outcomes
B1 read fluently and demonstrate
comprehension of a range of grade-appropriate
literary texts, including
- stories from various Aboriginal and
other cultures
- stories from a variety of genres (e.g.,
folktales, legends, autobiography,
historical fiction)
- poems that make obvious use of
literary devices
Suggested Achievement Indicators
read grade-appropriate literary texts
independently and collectively (e.g., choral
reading, readers’ theatre), with accuracy,
comprehension, and fluency, including
expression and phrasing
demonstrate comprehension by making
comparisons and personal connections (text-totext, text-to-self, and/or text-to-world)
generate and respond accurately to what
they read and/or view (orally and/or in
writing), providing detail and support for their
reactions and opinions (e.g., reader response)
demonstrate comprehension of a selection
by retelling main events in the correct
sequence, describing the setting, accurately
describing characters in some detail, and
identifying the main theme
begin to question the author’s viewpoint,
position, or purpose
demonstrate comprehension by sketching,
completing a cloze activity, or acting out the
text
describe similarities and differences
among texts (text-to-text) and among genres
identify how rhyme schemes and
rhythmic patterns contribute to effective
fluency
explain how specific words, phrases, or
images help create meaning in poetry
GRADE 4 - SCIENCE
LIFE SCIENCE: HABITATS AND
COMMUNITIES Prescribed Learning
Suggested Achievement Indicators
Outcomes
demonstrate awareness of the Aboriginal
concept of respect for the environment
describe in detail how to show respect for
the environment (e.g., clean up school yard,
recycle, weed garden)
create accurate, detailed drawings to
illustrate stories that demonstrate the
relationship Aboriginal peoples have with the
land, water, animals, plants, and sky (e.g.,
respect for water, earth)
Page 11
GRADE 4 - SOCIAL STUDIES
SKILLS AND PROCESSES OF SOCIAL
STUDIES Prescribed Learning Outcomes
Suggested Achievement Indicators
A4 identify alternative perspectives on a
selected event or issue
identify and discuss differing points of
view on a selected historical event or issue
(e.g., Aboriginal and European perspectives of
a first contact meeting, a trade exchange, or
residential schools)
GRADE 4 - SOCIAL STUDIES
IDENTITY, SOCIETY, AND CULTURE
Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 distinguish characteristics of various
Aboriginal cultures in BC and Canada
use appropriate terminology to describe
Aboriginal cultures and people (e.g., First
Nations, Métis, Inuit, band, clan, elder, chief)
describe and compare characteristics of
two or more Aboriginal cultures in BC (e.g.,
local cultures, BC coastal cultures, interior
region cultures)
describe and compare characteristics of
two or more Aboriginal cultures in other
regions of Canada (e.g., plains, Inuit,
Athabascan, Iroquoian, eastern woodlands,
Métis)
model ways in which Aboriginal peoples
preserve identity and culture (e.g., oral
tradition, teachings of elders)
give examples of how specific Aboriginal
stories incorporate the natural and the
supernatural
examine a variety of Aboriginal art forms
(e.g., masks, paintings, carvings, baskets,
textiles, dances, stories)
explain the significance of symbols in
specific Aboriginal cultures in Canada (e.g., as
represented in totem poles, masks, blankets,
dwellings)
compare characteristics of selected
Aboriginal cultures with other selected
cultures represented in Canada
Page 12
GRADE 4 - SOCIAL STUDIES
IDENTITY, SOCIETY, AND CULTURE
Suggested Achievement Indicators
Prescribed Learning Outcomes
B3 identify effects of early contact between
Aboriginal societies and European explorers
and settlers
describe some of the effects of early
contact on Aboriginal cultures and societies
(e.g., new materials and technologies such as
metal, glass, and textiles; disease; introduction
of Christianity)
describe some of the effects of early
contact on European explorers and settlers
(e.g., Aboriginal guides and mapping helped
explorers; Aboriginal peoples provided
clothing, food, medicine, and other materials
for survival in an unfamiliar environment)
compare the ‘discovery‛ and ‘exploration‛
of North America from European and
Aboriginal peoples’ perspectives
give examples of how differences in
cultures led to conflict between Aboriginal and
European societies
GRADE 4 - SOCIAL STUDIES
GOVERNANCE Prescribed Learning
Suggested Achievement Indicators
Outcomes
C1 compare governance in Aboriginal
cultures with governance in early European
settlements in BC and Canada
use appropriate terminology to describe
leadership and governance (e.g., chief, elder,
band, Chief Factor, Governor)
describe leadership and governance
structures in Aboriginal cultures (e.g., family,
clan, chief, elder, council; supported by oral
tradition)
describe how fur trade forts and early
European settlements in Canada were
governed (e.g., Chief Factor, representatives of
the monarchy)
describe the roles of Britain and France in
establishing government in early European
settlements in Canada
using accounts of life in Aboriginal
societies, identify rights and responsibilities of
individuals
compare the rights and responsibilities of
individuals in early European settlements in
Canada with those in Aboriginal cultures
Page 13
GRADE 4 - SOCIAL STUDIES
GOVERNANCE Prescribed Learning
Suggested Achievement Indicators
Outcomes
C2 identify the impact of Canadian governance
on Aboriginal people’s rights
describe the importance of protecting
minority rights in a democracy
identify key events and issues in
Aboriginal peoples’ rights and interactions
with early governments in Canada (e.g., the
Indian Act, banning potlatches, reserve system,
treaties)
GRADE 4 - SOCIAL STUDIES
ECONOMY AND TECHNOLOGY Prescribed
Suggested Achievement Indicators
Learning Outcomes
D1 compare bartering and monetary systems of
exchange
accurately define barter and monetary systems
of exchange
use a T-chart or Venn diagram to compare the
advantages and disadvantages of bartering and
monetary systems of exchange
describe systems of exchange used among
Aboriginal peoples
GRADE 4 - SOCIAL STUDIES
ECONOMY AND TECHNOLOGY Prescribed
Suggested Achievement Indicators
Learning Outcomes
D2 describe technologies used by Aboriginal
people in BC and Canada
use appropriate terminology to describe
Aboriginal technologies (e.g., travois, hide scraper,
adze, weir)
give examples technologies used to meet needs
and wants in Aboriginal cultures, including those
used for food acquisition and preparation, shelter,
clothing, and transportation
demonstrate knowledge (e.g., create a model,
present an oral report) of how a selected technology
was used in Aboriginal cultures
give examples of technologies used by
Aboriginal cultures today
Page 14
GRADE 4 - SOCIAL STUDIES
Suggested Achievement Indicators
ECONOMY AND TECHNOLOGY Prescribed
Learning Outcomes
D5 describe economic and technological exchanges
between explorers and Aboriginal people
describe the need for explorers to acquire new
technologies to survive in an unfamiliar
environment and climate
describe examples of specific technologies
exchanged between Aboriginal and explorer
cultures, including technologies related to
- transportation
- shelter
- defence and security
- food acquisition and preparation (e.g.,
hunting, fishing, gathering, cooking,
storing)
clothing production
describe the ongoing trade that was
established between Aboriginal peoples and
explorers, with reference to
- specific goods exchanged
- changes over time in the value of specific
barter goods
- effect of trade on Aboriginal societies
GRADE 4 - SOCIAL STUDIES
HUMAN AND PHYSICAL ENVIRONMENT
Suggested Achievement Indicators
Prescribed Learning Outcomes
E1 use maps and globes to locate
- the world’s hemispheres
- the world’s continents and oceans
- Aboriginal groups studied
locate and map continents and oceans of
the world 
identify the northern, southern, eastern,
and western hemispheres on a globe or map of
the world
on maps of BC and Canada, locate
traditional territories of Aboriginal groups
studied
Page 15
GRADE 4 - SOCIAL STUDIES
HUMAN AND PHYSICAL ENVIRONMENT
Suggested Achievement Indicators
Prescribed Learning Outcomes
E2 identify the significance of selected place
names in BC and Canada
give examples of places in BC and Canada
named after explorers and other prominent
individuals
give examples of Aboriginal place names
in BC and Canada
make connections between Aboriginal
place names and their non-Aboriginal
counterparts as applicable (e.g., Haida Gwaii –
Queen Charlotte Islands, Lil’wat – Lillooet,
Hochelaga – Montreal)
give examples of other significant place
names (e.g., named after geographic features)
GRADE 4 - SOCIAL STUDIES
HUMAN AND PHYSICAL ENVIRONMENT
Suggested Achievement Indicators
Prescribed Learning Outcomes
E3 describe Aboriginal peoples’ relationship
with the land and natural resources
compare how the activities of Aboriginal
peoples differ according to regional differences
in physical environment and resources (e.g.,
regions within BC, regions in Canada; cultures
dependent on locally available living resources
such as salmon, caribou, bison, seal, cedar)
create a representation of the seasonal
cycle of activities in a selected Aboriginal
group
give examples of how Aboriginal cultures
are closely aligned with the natural
environment (e.g., natural elements
represented in stories and beliefs, use of
materials for art, ceremonies and rituals related
to resources)
describe selected Aboriginal methods of
harvesting fish, animal, or forest resources
(e.g., hand logging, single plank removal,
subsistence hunting and gathering, trapping,
spear fishing, dip-net fishing)
compare two or more resource harvesting
methods in terms of characteristics such as
efficiency, safety, and sustainability
Page 16
GRADE 4 - DANCE
CREATING DANCE
Suggested Achievement Indicators
Prescribed Learning Outcomes
A1 move in response to a variety of sounds,
music, images, and feelings
 demonstrate movements in response to
the expressive elements of music and sound
(e.g., loud and soft dynamics, higher and lower
pitches)
 demonstrate movements in response to
the rhythm or meaning in song lyrics or poetry
 demonstrate movements to interpret a
character in a story
 demonstrate movements in response to
particular qualities of an image (e.g., line and
shape in Aboriginal artworks, emotions
inspired from a sculpture)
 demonstrate movements to depict an
event or theme (e.g., potlatch, protection of the
environment, the water cycle)
Page 17
GRADE 4 - DANCE
CONTEXT
Suggested Achievement Indicators
Prescribed Learning Outcomes
C1 compare dances from a variety of cultural
and social contexts
 with reference to particular examples
(contemporary or historical), identify reasons
for dance in various cultural contexts,
including
- to celebrate important life events
- to remember and share stories
- to record and preserve history and
teachings
- to express feelings
- to create opportunities for meeting and
socializing
- to maintain an active lifestyle
 describe the significance of a particular
dance in specific Aboriginal societies (e.g.,
from local First Nations)
 demonstrate an awareness that many
Aboriginal dances cannot be shared without
permission
 compare two or more dances from
differing cultural contexts with respect to
specific attributes such as
- attire, props, and implements (e.g.,
hoops, bells, sticks, fans)
- rhythmic pattern of music
- apparent purpose
- number and nature of participants
(e.g., children only, men and women
together, men only)
- the roles portrayed by dancers
- shape or pattern of movement (e.g.,
regular, unpredictable, tight, loose,
varied, minimalist)
Page 18
GRADE 4 - DRAMA
CONTEXT
Suggested Achievement Indicators
Prescribed Learning Outcomes
C1 describe how drama reflects cultural beliefs
and attitudes
 compare drama to other artforms (e.g.,
music, visual arts, dance, literature) in terms of
its ability to communicate culture
 identify examples of cultural beliefs and
attitudes represented in drama (e.g., belonging,
family relationships, good triumphing over
evil, relationship to the land)
 provide examples of common themes in
Aboriginal drama forms (e.g., creation stories,
trickster stories, historical accounts)
 demonstrate an awareness that many
Aboriginal dramas cannot be shared without
permission
GRADE 4 - MUSIC
CONTEXT
Suggested Achievement Indicators
Prescribed Learning Outcomes
C2 identify music events and activities in the
local community
 research sources of information about
music events in the community (e.g., local
newspapers, library, web sites)
 create a chart, calendar, map, or brochure
to identify music events and activities in the
school and community (e.g., guest performers,
lunch-time music groups, high school music
concerts, cultural music groups, events at
cultural centres and friendship centres,
festivals)
Page 19
GRADE 4 – VISUAL ARTS
CREATIVE PROCESSES
Suggested Achievement Indicators
Prescribed Learning Outcomes
A5 create 2-D and 3-D images
- that express personal identity
- that respond to or reflect aspects of art
from a variety of historical and cultural
contexts
- to communicate ideas, experiences, and
stories
- to illustrate and decorate
 create images, such as banners or coats of
arms, that express personal identity (e.g.,
themselves in relation to their family and
cultural heritage, a significant accomplishment)
 create images that reflect characteristics of
artworks they have viewed from a variety of
historical contexts (e.g., pictographs and
petroglyphs, Japanese anime, depictions of
trickster characters)
 create images in response to or that reflect
characteristics of artworks they have viewed
from a variety of cultural contexts (e.g., a
personal response to an Aboriginal mask,
basket, painting, or carving; creating a totem
to tell a class or school story)
 create images to communicate an idea
(e.g., love, freedom, anger)
 apply appropriate image-development
strategies to create images that decorate (e.g.,
use of simplification and multiplication to
create pattern in beadwork and mosaics)
GRADE 4 – VISUAL ARTS
CONTEXT
Suggested Achievement Indicators
Prescribed Learning Outcomes
C1 describe a variety of reasons why people
make and use visual arts
 list reasons people make and use art (e.g.,
for beauty and enjoyment, to communicate an
idea, to decorate a functional item, to express a
memory, to express and preserve cultural
identity, to commemorate an event, for
religious worship, to advertise a product or
event)
 identify images that have value in the
community (e.g., murals, monuments, totems)
 give examples of how art can express the
identity of a culture or society (e.g., community
murals, Aboriginal longhouses, images of
important local people and geographic
features)
Page 20
GRADE 4 – VISUAL ARTS
CONTEXT
Suggested Achievement Indicators
Prescribed Learning Outcomes
C2 identify distinctive styles of visual images
from various historical, cultural, and social
contexts
 give specific examples to demonstrate an
awareness that art has existed throughout time
(e.g., petroglyphs and pictographs, ancient
pottery)
 view and discuss artworks from various
historical, cultural, and social contexts (e.g.,
Impressionism, Group of Seven; contemporary
Aboriginal artists such as Robert Davidson,
Daphne Odjig, Deborah Sparrow, and Roy
Henry Vickers)
 create a chart, Venn diagram, or other
organizer to represent similarities and
differences in artworks from various cultures
and historical periods (e.g., in terms of subject
matter, colours used, materials and processes
used, purposes)
GRADE 4 – VISUAL ARTS
CONTEXT
Suggested Achievement Indicators
Prescribed Learning Outcomes
C3 demonstrate an awareness that there are
ethical considerations involved in copying and
appropriating images
 discuss rules and guidelines for copying
and appropriating existing images in their own
works (e.g., Aboriginal images cannot be
reproduced without permission, it is unethical
to represent someone else’s work as your own)
Page 21
GRADE 5
GRADE 5 – ENGLISH LANGUAGE ARTS
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 read fluently and demonstrate
comprehension of a range of grade-appropriate
literary texts, including
- stories from various Aboriginal and
other cultures
- literature from Canada and other
countries
- stories from a variety of genres (e.g.,
myths, fantasy)
- poems that make use of literary devices
read grade-appropriate literary texts
independently and collectively (e.g., choral
reading, readers’ theatre), with accuracy,
comprehension, and fluency, including
expression and phrasing
demonstrate comprehension by making
comparisons and connections (text-to-text, textto-self, and/or text-to-world)
describe the setting, main characters, plot,
events, and conflict with some detail, and
discuss reasons for the inclusion of specific plot
events and details in a text
make logical inferences about characters
or situations 
draw comparisons among texts and
among genres
identify and discuss, citing specific words
or phrases, how images, rhyme schemes,
rhythmic patterns, and themes contribute to
effective poetry
engage in choral reading and readers’
theatre with fluency, expression, and
comprehension
use ‘text features’ (e.g., punctuation,
dialogue, phrasing) as an aid when reading
aloud
begin to question the author’s viewpoint,
position, or purpose (i.e., critical literacy)
demonstrate comprehension by sketching,
completing a cloze activity, or acting out the
text
Page 22
GRADE 5 – SCIENCE
PHYSICAL SCIENCE: FORCES AND SIMPLE
Suggested Achievement Indicators
MACHINES Prescribed Learning Outcomes
describe applications of simple and compound
machines used in daily life in BC communities
give several examples of some common
heavy machines that contain simple machines
(e.g., fork-lift, grader, crane, log-loader)
illustrate in detail how a combination of
simple machines can be used to solve various
problems in daily life
describe the various ways in which
Aboriginal peoples in BC have used machines
to meet basic and artistic needs in their daily
lives
GRADE 5 – SCIENCE
EARTH AND SPACE SCIENCE: RENEWABLE Suggested Achievement Indicators
AND NON-RENEWABLE RESOURCES
Prescribed Learning Outcomes
analyse how the Aboriginal concept of
interconnectedness of the environment is
reflected in responsibility for and caretaking of
resources
illustrate in detail various ways in which
Aboriginal peoples take care of the land and
the resources
explain, citing examples, how and why
Aboriginal peoples’ unique relationship with
the environment demonstrates responsibility
for the land and resources
GRADE 5 – SOCIAL STUDIES
IDENTITY, SOCIETY, AND CULTURE
Suggested Achievement Indicators
Prescribed Learning Outcomes
B3 describe the contributions of significant
individuals to the development of Canada’s
identity
identify significant individuals who have
contributed to the development of Canada’s
identity in various areas (e.g., the arts,
literature, science and medicine, government,
military, explorers, law and order, public
service)
represent the roles of Aboriginal peoples,
the British, and the French in key events in
Canadian history
present a report to describe the
contributions of one or more significant
individuals to the history of Canada (e.g., in the
artistic, scientific/technological, business, or
military fields)
Page 23
GRADE 5 – SOCIAL STUDIES
IDENTITY, SOCIETY, AND CULTURE
Suggested Achievement Indicators
Prescribed Learning Outcomes
C3 identify the distinct governance structures
of First Nations in Canada
 use appropriate terminology to describe
levels and structures of First Nations
governments in Canada (e.g., elected chief,
hereditary chief, band, band council, treaty,
self‐government, Assembly of First Nations)
 recognize that individual First Nations
have distinctive concepts of governance
structures
describe how First Nations governments
are established (e.g., Indian Act, treaties)
GRADE 5 – SOCIAL STUDIES
IDENTITY, SOCIETY, AND CULTURE
Suggested Achievement Indicators
Prescribed Learning Outcomes
D2 analyse the development of transportation
systems in BC and Canada
  give reasons why transportation
technologies were important to Canada (e.g., to
connect a relatively small population in a large
land mass, to move natural resources from one
part of the country to another and to other
countries)
  explain the significance of the railroad to
the development of Canada as a nation
  compare modes of transportation used in
different places and times in Canada (e.g.,
railway, dog sled, canoe, wagon)
  create a presentation (e.g., written or oral
report, drama, electronic slide show) on the
history and development of a selected mode of
transportation
  use a map to identify major
transportation systems and technologies in
contemporary BC and Canada (e.g., ferry
routes, highways, railways, airports)
Page 24
GRADE 5 – DANCE
CREATING DANCE
Suggested Achievement Indicators
Prescribed Learning Outcomes
A1 move in response to a variety of sounds,
music, images, and feelings
  move in response to and interpret the
expressive elements of music and sound (e.g.,
even and uneven rhythms, energy, use of
silence)
  demonstrate movements in response to
the rhythm or to interpret meaning in song
lyrics or poetry
  demonstrate movements in response to
the expressive qualities of visual images (e.g.,
symbolic use of colour and shape)
  demonstrate movements to depict an
event or theme (e.g., machines, gold rush, first
contact, friendship)
GRADE 5 – DRAMA
DRAMA FORMS, STRATEGIES AND SKILLS Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 use a variety of vocal elements and
movement elements to communicate meaning
  explore concepts such as relationships,
status, and power using a range of
- vocal elements (e.g., tone, timbre,
dynamics, inflection, word choice)
- movement elements (e.g., moving away
from a person vs. moving toward, towering
over and cowering)
  use vocal and movement elements to indicate
thoughts, feelings, and mood (e.g., a letter from an
explorer to family at home, first contact between
indigenous peoples and new settlers, a petition
from the community to the council)
  explore examples of how stereotypes are
depicted through voice and movement (e.g., a very
old person, a robot)
  represent abstract concepts through
movement (e.g., create a dance drama to represent
concepts such as of belonging, outcast, friend, or
home)
GRADE 5 – VISUAL ARTS
DRAMA FORMS, STRATEGIES AND SKILLS Suggested Achievement Indicators
Page 25
Prescribed Learning Outcomes
C2 describe ethical considerations involved in
copying and appropriating images
  discuss rules and guidelines for using
copies of existing images in their own works
(e.g., Aboriginal images cannot be reproduced
without permission, don’t represent someone
else’s work as your own)
GRADE 6
Page 26
GRADE 6 – ENGLISH LANGUAGE ARTS
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 read fluently and demonstrate
comprehension of a range of grade‐appropriate
literary texts, featuring variety in theme and
writing techniques, including
- stories from Aboriginal and other
cultures
- literature from Canada and other
countries
- short stories and novels exposing
students to unfamiliar contexts
- short plays that are straightforward in
form and content
- poetry in a variety of forms
read grade‐appropriate literary texts
independently and collectively (e.g., choral
reading, readers’ theatre), with accuracy,
comprehension, and fluency, including
expression and phrasing
demonstrate comprehension by making
connections (text‐to-text, text‐to‐self, and
text‐to‐world)
generate and respond thoughtfully to
comprehension activities (orally and in
writing), providing details and support from
the text for their reactions and opinions
make and justify logical predictions,
inferences, and interpretations about the text
and about events “beyond the story”
draw comparisons among texts and among
genres
demonstrate comprehension by sketching
or acting out the text
question the author’s viewpoint, position,
or purpose (i.e., critical literacy)
explain the significant images and use of
poetic language and simple literary devices
(e.g., simile, metaphor, alliteration)
use ‘text features’ to support meaning
when reading aloud (e.g., dialogue,
punctuation, and phrasing)
GRADE 6 – SCIENCE
EARTH AND SPACE SCIENCE:
EXPLORATION OF EXTREME
Suggested Achievement Indicators
Page 27
ENVIRONMENTS Prescribed Learning
Outcomes
describe contributions of Canadians to
exploration technologies
describe in detail the function of Canadian
technologies involved in exploration of extreme
environments (e.g., international space station,
Canadarm, Newt Suit, satellite
telecommunications, robotics, and ocean
mapping)
illustrate with accurate, detailed drawings
a range of Aboriginal technologies (e.g., Inuit
sleds, Haida ocean canoes, Algonquin/Cree
snowshoes)
GRADE 6 – SOCIAL STUDIES
IDENTITY, SOCIETY, AND CULTURE
Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 assess diverse concepts of Canadian identity
identify a range of ways in which
individuals experience cultural influences (e.g.,
their own heritage, the cultures of people in
their community, cultures they read about or
see on TV)
describe characteristics of Canadian
culture and identity (e.g., Aboriginal cultures,
official bilingualism, education, health care,
religions, military, special interest groups,
service
organizations, sports and recreation activities,
stamps and currency, multiculturalism and the
“cultural mosaic”)
explain how Canada’s identity has been
and continues to be shaped by its global
participation (e.g., decision to enter or not
enter global conflicts, peacekeeping, foreign
aid, immigration policies)
prepare a presentation on the
contributions of one or more cultural groups to
British Columbia and to Canadian identity
GRADE 6 – SOCIAL STUDIES
IDENTITY, SOCIETY, AND CULTURE
Suggested Achievement Indicators
Prescribed Learning Outcomes
Page 28
B2 compare Canadian society with the society
of another country
 compare Canadian society with the
society of another country in terms of
characteristics such as history, daily life, work,
language, family structures, age roles, gender
roles, and religion and beliefs
 compare the roles of specific social
structures and organizations (e.g., education,
health care, religions, military, special interest
groups, service organizations) in Canada to
those of other countries studied
 describe examples of different
approaches to cultural diversity in Canada and
in other cultures and societies studied, such as
segregation, assimilation, integration, and
pluralism (e.g., multiculturalism policies,
settlement patterns, residential schools,
Apartheid, the Holocaust, internment of
Japanese-Canadians, Chinese Head Tax, caste
and class systems)
GRADE 6 – SOCIAL STUDIES
GOVERNANCE
Suggested Achievement Indicators
Prescribed Learning Outcomes
C3 assess equality and fairness in Canada with
reference to the Canadian Charter of Rights and
Freedoms
 describe the key provisions of the
Canadian Charter of Rights and Freedoms
 describe the role of the Charter in
establishing equality and fairness for all
Canadians (e.g., addressing cases of
discrimination)
 given specific case examples of past
incidents of inequality (e.g., Chinese Head Tax,
internment of Japanese-Canadians,
residential schools, suffrage, discriminatory
federal government labour practices related to
gender and sexual orientation), speculate how
these cases might be handled today under the
Charter
GRADE 6 – VISUAL ARTS
CREATIVE PROCESSES Prescribed Learning
Suggested Achievement Indicators
Outcomes
Page 29
A5 create 2-D and 3-D images that express
beliefs and values that reflect art styles from a
variety of social, historical, and cultural
contexts to solve specific design problems
 create images that reflect beliefs and
values (e.g., a poster campaign to promote antibullying or protection of endangered species, a
portrait or sculpture to depict the contributions
of particular role models)
 create images that reflect art styles from
social, historical, and cultural contexts studied
(e.g., origami peace cranes, transformation
animal masks)
 create images to solve specific design
problems (e.g., the same object from multiple
viewpoints to explore its properties)
GRADE 6 – VISUAL ARTS
CONTEXT Prescribed Learning Outcomes
Suggested Achievement Indicators
C1 identify the historical and cultural
contexts of a variety of images
select a particular artwork or artist and
identify the characteristics that define its style
in terms of
- materials and processes used (e.g.,
locally available natural materials,
unique processes such as origami)
- specific elements and principles used
(e.g., asymmetrical balance in Japanese
painting and design, culturally
significant patterns such as tartans or
kente cloth, ovoid shapes in west coast
Aboriginal images)
specific image‐development strategies
used (e.g., magnification in Claes
Oldenburg sculptures)
subject matter and purpose of the
artwork (e.g., use of cultural icons such
as animals)
compare two or more cultural or historical
art styles (e.g., a local Aboriginal style
compared to Maori art, ancient China
compared to contemporary China)
demonstrate an awareness that images
influence and are influenced by their social,
historical, and cultural contexts
GRADE 7
Page 30
GRADE 7 – ENGLISH LANGUAGE ARTS
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 read fluently and demonstrate
comprehension and interpretation of a range of
grade‐appropriate literary texts, featuring some
complexity in theme and writing techniques,
including
- stories from Aboriginal and other
cultures
- literature reflecting a variety of ancient
and modern cultures
- short stories and novels exposing
students to unfamiliar contexts
- short plays that are straightforward in
form and content
- poetry in a variety of forms
read grade‐appropriate literary texts
independently and collectively (e.g., choral
reading, readers’ theatre), with accuracy,
comprehension, and fluency, including
expression and phrasing
describe setting, characters, plot, events,
and conflict in their own words, and explain
how they influence each other (e.g., elements of
setting influence character action, character
action contributes to understanding of
characterization, plot events can contribute to
mood)
make and defend inferences that show
some insight into characters’ motivations and
feelings; provide support with specific
evidence from the text
draw comparisons among texts and among
genres
offer meaningful interpretations of the
theme or author/poet’s message
make and support direct and indirect
connections (text‐to-self, text‐to‐text, and
text‐to‐world)
identify the central theme or idea in a
poem, and explain how it is conveyed through
images and poetic devices (including figurative
language)
use ‘text features’ (e.g., dialogue,
punctuation) to support meaning when reading
aloud and silently
GRADE 7 – SCIENCE
LIFE SCIENCE: ECOSYSTEMS Prescribed
Suggested Achievement Indicators
Page 31
Learning Outcomes
evaluate human impacts on local ecosystems
 describe, using examples, how forestry
practices affect ecosystems (e.g., riparian zones,
fishing, forest debris, beetle kill, controlled
burn)
determine the sources of pollutants, and
analyse their effects (e.g., autos and air quality,
oil spills and water contamination)
describe, using examples, how practices of
Aboriginal peoples in BC affect environmental
sustainability in a specific ecosystem
GRADE 7 – SOCIAL STUDIES
ANCIENT CIVILIZATIONS
For the purposes of Grade 7 social studies,
“ancient civilizations” includes cultures up to
approximately 500 CE (e.g., Mesopotamia,
Egypt, Greece, Rome, China in the Hsia-ShangChou dynasties, Celts, Nubia, City-State Japan),
although it may also include a study of more
recent civilizations such as the Mayans, the
Aztecs, the Incas, North American Aboriginal
societies, or the Norse.
Possible civilizations to study not mentioned in
IRP:

 Ancestral Puebloans (old name - Anasazi)
 early Eastern Woodland culture
(including Adena and Hopewell)
 Thule (ancestors of the Inuit)
GRADE 7 – DANCE
CONTEXT Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 32
C1 compare dances from a variety of historical,
cultural, and social contexts
demonstrate knowledge of the historical,
cultural, and social contexts of at least two
different types of dance (e.g., hip hop, salsa,
bhangra)
describe the purposes of dance in various
social, cultural, and historical contexts
describe the roles portrayed in a variety of
dances (e.g., related to gender, age, character)
compare two or more dances from
differing cultural, social, or historical contexts
with respect to attributes such as
- attire and props
- setting
- rhythmic pattern of music
- apparent purpose (e.g., to advertise a
product, to entertain, to attract
attention of others, to preserve culture,
to explore new technical possibilities)
- number and nature of participants
(e.g., children only, men and women
together, men only)
- the roles portrayed by dancers (e.g.,
related to gender, age, character)
- technique
- roots and evolution of the dance style
relate their understanding of the historical
or cultural context of dance, particularly
purpose and of roles portrayed, to the types of
movements used (e.g., work activities in folk
dance, Aboriginal dances that represent
animals and nature)
defend a position on the role of dance in
contemporary society (e.g., debate a topic
related to dance, such as “Women dance more
than men.” “Dance contributes to the
economy.” “Dance must always have
meaning.”)
GRADE 7 – DRAMA
CONTEXT Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 33
C1 analyse the role of drama in a variety of
social, cultural, and historical contexts
make connections between drama forms
learned in class and drama forms in various
historical, cultural, and societal contexts
describe examples of the purpose and
significance of drama in specific
- historical contexts (e.g., classical Greek
comedy and tragedy, vaudeville)
- cultural contexts (e.g., Aboriginal
storytelling dramas, Indonesian
shadow puppetry)
- societal contexts (e.g., story drama to
explore social issues, films posted on
the Internet to reach a wide audience)
GRADE 7 – VISUAL ARTS
CREATIVE PROCESSES Prescribed Learning
Suggested Achievement Indicators
Outcomes
A5 create 2-D and 3-D images
that convey personal or social beliefs and
values for specific purposes that incorporate
the styles of selected artists from a variety of
social, historical, and cultural contexts
 create images that convey personal or
societal beliefs and values (e.g., antidiscrimination, peace, environmentalism, the
benefits of a healthy lifestyle)
 create images for specific purposes (e.g.,
social commentary, social analysis,
entertainment)
 create images to produce particular styles
of art (e.g., pattern and the use of black and
red in Haida art, geometric shapes in ancient
Egyptian art)
 create images to produce a variety of
specific effects (e.g., to represent the rhythm of
a piece of music, to depict motion in an image
of an athlete or animal)
 create images that incorporate the styles
of selected artists from a variety of social,
historical, and cultural contexts viewed in class
(e.g., surrealism, impressionism, realism,
manga)
GRADE 7 – VISUAL ARTS
CONTEXT
Suggested Achievement Indicators
Prescribed Learning Outcomes
Page 34
C1 analyse visual arts styles from a variety of
social, historical, and cultural contexts
 identify and discuss meaning and
purpose of images within a variety of contexts
(e.g., advertising, editorial cartoon, totem
poles, public art, art for specific audiences)
 assess and visually respond to a
particular artwork or artist in terms of
- materials used (e.g., in Antonio
Gaudi’s buildings)
- specific elements and principles used
(e.g., form in the architecture of Arthur
Erickson or in classical Greek statues)
- specific image-development strategies
used (e.g., use of classical motifs in
modern images by Jeff Wall)
- subject matter (e.g., war images by
Pablo Picasso, Francisco Goya, or
Molly Lamb Bobak)
- purpose of the artwork (e.g., to sell a
product such as in CD and book
covers, community murals used for
tourism, body art to state individual or
cultural identity)
GRADE 7 – VISUAL ARTS
Suggested Achievement Indicators
CONTEXT
Prescribed Learning Outcomes
C2 assess the relationship between selected
artists and their social, historical, and cultural
contexts
 describe examples of how artists
influence society (e.g., art as political or social
commentary such as the work of Édouard
Manet, George Littlechild, Faith Ringgold, and
Joe Average)
 assess how personal, social, historical,
and cultural contexts can influence artists and
their images (e.g., the effects of the
development of technology such as the camera,
computer, and printing press; personal
experiences of Frida Kahlo or Keith Haring
reflected in their work)
 research and present a report (e.g., visualoral, multi-media) on the social, historical, and
cultural contexts of a selected artist
GRADE 8
Page 35
GRADE 8 – ENGLISH LANGUAGE ARTS
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 read, both collaboratively and
independently, to comprehend a variety of
literary texts, including
- literature reflecting a variety of times,
places, and perspectives
- literature reflecting a variety of prose
forms
- poetry in a variety of narrative and
lyric forms
- significant works of Canadian
literature (e.g., the study of plays, short
stories, poetry, or novels)
- traditional forms from Aboriginal and
other cultures
- student-generated material
identify how the key elements of a story
(e.g., setting, plot, character and mood)
influence each other (e.g., elements of setting
influence character action, character action
contributes to understanding of
characterization, plot events can contribute to
mood)
identify how elements of poetry (e.g.,
figurative language, form, sound devices)
contribute to construction of meaning (e.g.,
“Robert Service uses repetition because he is
writing a ballad.”)
make and explain inferences about the text
(e.g., “The hero’s strength was his insight into
the feelings of others,” “Because this took place
a long time ago, she wasn’t allowed to reach
her potential.”)
offer relevant insights regarding the text
and/or author (e.g., “The speaker regrets his
unkindness to his mother,” “In this poem the
writer is suggesting that people are often
unkind to those they love.”)
make and support connections between
the text and personal experience (e.g., “This
made me think about the use of the circle in my
culture.”)
make and support connections to other
texts (e.g., “This reminds me of when we read
about the lord’s bad treatment of the serfs.”)
explain how descriptive language helps to
create meaning (e.g., “When E.J. Pratt describes
the cliff, it makes me understand the woman’s
sadness.”)
GRADE 8 – SCIENCE
EARTH AND SPACE SCIENCE (WATER
Suggested Achievement Indicators
Page 36
SYSTEMS ON EARTH) Prescribed Learning
Outcomes
D3 describe factors that affect productivity and
species distribution in aquatic environments

identify various factors that affect
productivity and species distribution in aquatic
environments (e.g., temperature, nutrients in
the water, turbidity, currents, sunlight, salinity,
pollutants, water depth, resource extraction,
dams)
describe how changes in aquatic
environments are monitored (e.g., through the
use of satellite imagery)
relate human activities to the distribution
of aquatic species, with specific reference to
First Nations peoples in BC (e.g., harvesting
technologies, preservation techniques, use of
resource)
GRADE 8 – HOME ECONOMICS
NUTRITION AND HEALTHY EATING
Suggested Achievement Indicators
Prescribed Learning Outcomes
C1 describe the importance of nutrition and
other factors that contribute to health

identify factors that contribute to healthy
adolescent bodies (e.g., eating minimum
recommended servings from Eating Well with
Canada’s Food Guide or Eating Well with Canada’s
Food Guide - First Nations, Inuit, and Métis,
selecting nutrient-dense foods versus highcalorie/low-nutrient foods, the importance of
breakfast and regular meals for greater energy
and long-term health benefits, sufficient sleep,
and regular exercise)
GRADE 8 – HOME ECONOMICS
NUTRITION AND HEALTHY EATING
Suggested Achievement Indicators
Prescribed Learning Outcomes
Page 37
C2 use Eating Well with Canada’s Food Guide to
plan simple, nutritious dishes and snacks

identify the various food groups, the
types of food within each food group, specified
serving sizes, and recommended daily servings
from each food group
 analyse and modify menus to meet the
recommendations in Eating Well with Canada’s
Food Guide or Eating Well with Canada’s Food
Guide - First Nations, Inuit, and Métis
GRADE 9
Page 38
GRADE 9 – ENGLISH LANGUAGE ARTS
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 read, both collaboratively and
independently, to comprehend a variety of
literary texts, including
- literature reflecting a variety of times,
places, and perspectives
- literature reflecting a variety of prose
forms
- poetry in a variety of narrative and
lyric forms
- significant works of Canadian
literature (e.g., the study of plays, short
stories, poetry, or novels)
- traditional forms from Aboriginal and
other cultures
- student-generated material
identify how the key elements of a story
(e.g., setting, plot, character, and theme)
influence each other (e.g., elements of setting
influence character action, character traits
contribute to conflict, plot events contribute to
theme)
identify how elements of poetry (e.g.,
figurative language, form, sound devices)
contribute to construction of meaning (e.g.,
onomatopoeia contributes to humour,
repetition creates emphasis)
make and explain inferences about the text
(e.g., ‚The fire allowed the boy to show his
bravery,‛ ‚Because the father was weak, the
children felt unsafe.‛)
offer relevant insights regarding the text
and/or author (e.g., ‚In the short story all the
children are happy because their parents show
love to each other,‛ ‚In ‘David,’ the words used
to describe nature give the feeling of Bobby’s
horror when he goes down the mountain.‛)
make and support connections between
the text and personal experience (e.g., ‚It
reminded me of how I felt when my mother
was so sick,‛ ‚I feel happier when the snow
melts, too.‛)
make and support connections to other
texts (e.g., ‚Nothing has changed. The kids in
Iqbal were treated badly, just like the factory
kids in the 1800s that we read about in Socials.‛)
explain how descriptive language helps to
create meaning (e.g., ‚When I read ‘The Shark,’
I noticed that the language shows that the
shark is sinister.‛)
GRADE 9 – ENGLISH LANGUAGE ARTS
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
Page 39
C8 write and represent to explain and support
personal responses to texts, by
- making connections with prior
knowledge and experiences
- describing reactions and emotions
- generating thoughtful questions
- developing opinions using evidence
suggest and support connections among
own ideas, beliefs, experiences, feelings, and/or
texts (e.g., Student writes, ‘This Aboriginal
creation legend reminds me of...‛)
describe and discuss emotions evoked by a
text supported by reasons, explanations, and
evidence (e.g., Student writes, ‚I’m passionate
about human rights because...‛)
pose open-ended questions about the text
or author (e.g., Student writes, ‚What other
options did this character have?‛)
express opinions regarding a text
supported by reasons, explanations, and
evidence (e.g., Student writes, ‚Bottom is not a
sympathetic character because...‛)
respond in various forms (e.g., written,
visual, kinesthetic, electronic)
use vocabulary that expresses a depth and
range of response
GRADE 9 – SCIENCE
EARTH AND SPACE SCIENCE: SPACE
EXPLORATION Prescribed Learning
Suggested Achievement Indicators
Outcomes
D3 describe traditional perspectives of a range
of Aboriginal peoples in BC on the relationship
between the Earth and celestial bodies

identify passages related to the
relationship between the Earth and various
celestial bodies within specific traditional
stories of BC Aboriginal peoples
respond to BC Aboriginal stories and
presentations focusing on the nature of stars,
the moon, planets, comets, or eclipses (e.g., by
creating illustrations; by identifying similarities
among stories or between stories and
contemporary scientific understanding)
GRADE 9 – SOCIAL STUDIES
SOCIETY AND CULTURE: EUROPE AND
NORTH AMERICA FROM 1500 TO 1815
Suggested Achievement Indicators
Prescribed Learning Outcomes
Page 40
analyse the relationship between Aboriginal
people and Europeans and explain the role of
each in the development of Canada

GRADE 9 – SOCIAL STUDIES
SOCIETY AND CULTURE: EUROPE AND
NORTH AMERICA FROM 1500 TO 1815
Suggested Achievement Indicators
Prescribed Learning Outcomes
describe daily life in Aboriginal communities,
New France, and British North America

GRADE 9 – SOCIAL STUDIES
ENVIRONMENT: EUROPE AND NORTH
AMERICA FROM 1500 TO 1815 Prescribed
Suggested Achievement Indicators
Learning Outcomes
demonstrate understanding of the ways in
which Aboriginal people interact with their
environment

GRADE 9 – SOCIAL STUDIES
ENVIRONMENT: EUROPE AND NORTH
AMERICA FROM 1500 TO 1815 Prescribed
Suggested Achievement Indicators
Learning Outcomes

explain the role of Aboriginal people in the fur
trade and in the exploration of North America
GRADE 10
GRADE 10 – ENGLISH LANGUAGE ARTS
Page 41
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
B1 read, both collaboratively and
independently, to comprehend a variety of
literary texts, including
- literature reflecting a variety of times,
places, and perspectives
- literature reflecting a variety of prose
forms
- poetry in a variety of narrative and
lyric forms
- significant works of Canadian
literature (e.g., the study of plays, short
stories, poetry, or novels)
- traditional forms from Aboriginal and
other cultures
- student-generated material

identify how the key elements of a story
(e.g., setting, plot, character, tone, and theme)
influence each other (e.g., elements of setting
develop atmosphere, plot events contribute to
theme, surprise ending may contribute to tone)
identify how elements of poetry (e.g.,
rhythm, figurative language, tone, form, sound
devices) contribute to construction of meaning
(e.g., alliteration reinforces imagery, the sonnet
structure creates contrast)
make and explain inferences about the
text (e.g., “Sophie’s isolation has shielded her
from prejudice because…,” “Tom Robinson
knows he has no chance of justice because...”)
offer relevant insights regarding the text
and/or author (e.g., “Farley Mowat has a
somewhat jaded view towards government
control,” “I wonder if the poet is using sleep as
a metaphor for death.”)
make and support connections between
the text and personal experience (e.g., “The
villagers’ actions made me uncomfortable
about how easily how I can follow the group,”
“The memoir about you and your dad on the
fishing trip reminded me of when my dad and
I went to Whistler.”)
make and support connections to other
texts (e.g., “Romeo and Juliet are just like
Ponyboy and Cherry because...”)
explain how descriptive language helps to
create meaning (e.g., “I think that ‘heart in your
throat’ means you are afraid.”)
make reasoned judgments about aspects
of the text and/or the text as a whole (e.g.,
“That character’s motivation is believable
because it’s based on trauma from childhood
experiences,” “The conflict in Goobie’s The
Lottery is more effective than Jackson’s “The
Lottery” because...”)
GRADE 10 – ENGLISH LANGUAGE ARTS
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
Page 42
C9 write and represent to interpret, analyse,
and evaluate ideas and information from texts,
by
- making and supporting reasoned
judgments
- describing and comparing perspectives
- describing bias, contradictions, and
nonrepresented perspectives
- identifying the importance and impact
of historical and cultural contexts

make judgments based on evidence (e.g.,
write an opinion paper on a social justice issue)
assess the effectiveness of ideas and
information (e.g., identify and provide
evidence of bias, trace the logic of an argument)
examine and compare ideas and
information (e.g., create a comparison chart
examining events in Animal Farm and the
Russian Revolution)
compare diverse perspectives (e.g.,
Student writes, “When I watched the debate,
the politician did not address the voters’
concerns.”)
describe bias in others’ thinking (e.g.,
Student writes, “In ‘The Insect Play’ it is clear
that each group has a different value system;
the beetles...”)
describe contradictions (e.g., Student
writes, “The author first states that boys don’t
read enough, but then goes on to describe all
the web sites and manuals they read.”)
identify missing perspectives (e.g.,
Student writes, “This article is written as
though all Aboriginal Peoples have the same
perspective.”)
describe the importance and impact of
historical and cultural contexts (e.g., Student
writes, “The Japanese definition of honour as
shown in Hiroshima is...”)
GRADE 10 – SCIENCE
LIFE SCIENCE: SUSTAINABILITY OF
ECOSYSTEMS Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 43
B2 assess the potential impacts of
bioaccumulation
 define, using example,es, the terms
bioaccumulation, parts-per-million (ppm),
biodegradation, and trophic levels (with reference
to producers and to primary, secondary, and
tertiary consumers)
 identify a variety of contaminants that can
bioaccumulate (e.g., pesticides, heavy metals,
PCBs)
 describe the mechanisms and possible
impacts of bioaccumulation (e.g., eradication of
keystone species, reproductive impacts)
 compare the impact of bioaccumulation on
consumers at different trophic levels (e.g., red
tide in oysters and humans; heavy metals in
fish and humans; PCBs in fish, birds, whales)
 research and analyse articles on the causes
and effects of bioaccumulation (e.g., mercury
contamination in Inuit communities and
Grassy Narrows First Nation community)
GRADE 10 – SCIENCE
LIFE SCIENCE: SUSTAINABILITY OF
ECOSYSTEMS Prescribed Learning Outcomes
Suggested Achievement Indicators
B3 Explain various ways in which natural
populations are altered or kept in equilibrium
 give examples of how traditional ecological
knowledge (TEK) can affect biodiversity (e.g.,
spring burning by Cree in northern Alberta)
GRADE 10 – SCIENCE
NATURAL SYSTEMS Prescribed Learning
Suggested Achievement Indicators
Outcomes
Page 44
D3 evaluate possible causes of climate change
and its impact on natural systems
 describe how natural phenomena can affect
Planning For Assessment
Assessment Strategies
Have students research how global warming is
affecting natural systems in the Arctic that
impact the Inuit way of life
Assess students’ research work, considering the
extent to which they have addressed issues
such as
- temperature changes
- ice formation
- nature of the evidence
- effects on hunting and gathering
activities
climate (e.g., biosphere processes, volcanic
eruptions, Coriolis effect, El Niño and La Niña)
 describe how climate can be influenced by
human activities (e.g., greenhouse gases,
depletion of ozone layer)
 describe how climate change affects natural
systems (e.g., shrinking of the permafrost
region, melting of the ice shelves/caps/glaciers)
GRADE 10 – SOCIAL STUDIES
IDENTITY, SOCIETY, AND CULTURE:
CANADA FROM 1815 TO 1914 Prescribed
Suggested Achievement Indicators
Learning Outcomes
B2 Evaluate the impact of interactions between
Aboriginal peoples an European explorers and
settlers in Canada from 1815 to 1914
 Describe contributions made by
Aboriginal peoples to the development of
Canada
 Evaluate the interactions between various
Aboriginal peoples and stakeholders in the fur
trade (e.g., Hudson’s Bay company, Northwest
Company, voyageurs)
 Assess the role of Aboriginal women in
the fur trade
 Critique the rationale for treaties (e.g.,
numbered treaties, Vancouver Island treaties)
and the Indian Act (e.g., reserves, residential
schools), and evaluate their impact on
Aboriginal peoples
 Describe how the contributions of and
relationships with Aboriginal peoples
influenced Canadian identity
GRADE 10 – SOCIAL STUDIES
GOVERNANCE: CANADA FROM 1815 TO
1914 Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 45
C3 describe the events of the Red River and
Northwest Rebellions
 identify factors that led to the Red River
and Northwest Rebellions (e.g., land issues,
minority rights, government response to Métis
discontent, cultural conflict)
describe the key events of the Red River
Rebellion, including
- Canada’s purchase of Rupert’s Land
- arrival of land surveyors
- formation of the Métis National
Committee
- Métis provisional government
- Métis List of Rights
- Métis delegation of Ottawa
- execution of Thomas Scott
- Louis Riel’s exile
- entry of Manitoba into confederation
describe the key events of the Northwest
Rebellion, including
- government treatment of Aboriginal
peoples
- return of Louis Riel
- Battles of Duck Lake, Fish Creek and
Batoche
trial and execution of Louis Riel
GRADE 11
GRADE 11 – ENGLISH LANGUAGE ARTS
Page 46
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
A8 speak and listen to make personal responses
to texts, by
- relating reactions and emotions to
understanding of the text
- generating thoughtful questions
- making inferences
- explaining opinions using reasons and
evidence
- suggesting contextual influences and
relationships

use oral modes to express response to text
(e.g., questions, class discussion, interview,
speech, drama)
explain how reaction to the text reinforces
the message (e.g., “Even though the conclusion
was ambiguous, I felt hopeful...”)
ask questions that deepen personal
response (e.g., “What is influencing my
reaction?” “Would others feel this way?”
“What are other ways I could be feeling about
this?”)
form inferences that connect experiences
and perceptions to the text (e.g., “A scientific
perspective would have considered...”)
give reasons for personal opinion using
evidence from the text (e.g., “The argument in
the presentation was ineffective
because...”)
explain the historical, cultural, and
political influences on the text (e.g., “This belief
has been part of many First Nations cultures
since...”)
demonstrate listening to oral texts to
express a personal response through a variety
of modes (e.g., journal, speech, drama, poetry,
visual representation, multimedia, song)
GRADE 11 – ENGLISH LANGUAGE ARTS
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
Page 47
B1 read, both collaboratively and
independently, to comprehend a variety of
literary texts, including
- literature reflecting a variety of times,
places, and perspectives
- literature reflecting a variety of prose
forms
- poetry in a variety of forms
- significant works of Canadian
literature (e.g., the study of plays, short
stories, poetry, or novels)
- traditional forms from Aboriginal and
other cultures
- student-generated material

identify how elements of prose forms
(e.g., setting, plot, character, tone, and theme)
influence each other (e.g., elements of setting
develop atmosphere, plot events contribute to
theme, surprise ending may contribute to
tone)
 identify how elements of poetry
(imagery, sound devices, figurative language,
tone, form, rhythm) contribute to the
construction of meaning (e.g., how an image of
a flaming match can suggest immediacy of
desire, how the structure of the sonnet
underscores the theme) 
 make and explain inferences about the
text (e.g., “John's wife doesn't recognize until
too late what a fine husband he is,” “Ishmael's
need for secrecy results in many others being
unjustly implicated in the murder
investigation.”) 
 offer relevant insights regarding the text
and/or author (e.g., “Sinclair Ross’s view of
human nature is very bleak,” “Robert Bly
suggests that in a world of chaos and danger
children provide us with solace and hope.”) 
 make and support connections between
the text and personal experience (e.g.,
“Torvald’s protective attitude toward Norah is
as complicated as my friendship with Cass,”
“Brian’s sonnet shed light on my attitude
toward death.”) 
 make and support connections to other
texts (e.g., “Lady Macbeth is even more evil
than Miss Strangeworth,” “The nature imagery
in Frost’s poem is romantic and comforting
while Whitman’s is realistic and menacing.”)
 explain how poetic devices help to create
meaning (e.g., “The sound devices used in
Hopkins’ “Spring” help create the feeling of
new growth and possibility. In line five...”)
 make reasoned judgments about aspects
of the text and/or the text as a whole (e.g., “The
characters of Obasan are more conflicted than
those in The Jade Peony, but both novels shed
light on the immigrant experience,” “Patrick
Lane’s use of colloquial language enhances the
realism of his poetry.”)
GRADE 11 – SCIENCE AND TECHNOLOGY
AGRICULTURE Prescribed Learning
Suggested Achievement Indicators
Outcomes
Page 48
A3 evaluate different methods, including those
from Aboriginal cultures, of food production,
processing, and preservation
 identify standards set locally and
provincially for the safe handling of food
presented for local consumption
 describe different methods of processing
food material (e.g., canning, irradiation, salting,
smoking, pickling)
 evaluate different methods of processing or
producing the same food product (e.g.,
irradiation vs. freezing, fish farming vs. wild
stock)
 debate the pros and cons of organic vs. nonorganic food production
GRADE 11 – SCIENCE AND TECHNOLOGY
HEALTH Prescribed Learning Outcomes
Suggested Achievement Indicators
D3 evaluate different societal perspectives on
the development and use of medical
technologies including:
- cultures
- local
- provincial
- national
- international
 describe the influence of traditional
Aboriginal healing practices on modern
medicine (e.g., leeching, aspirin)
 describe links between social behaviour,
beliefs and norms and common illnesses and
medical conditions
 identify issues that involve the application
of medical technologies from various
viewpoints (e.g., sex determination, genetic
engineering, blood transfusion)
 debate the use of a specific medical
technology
GRADE 11 – SCIENCE AND TECHNOLOGY
SPACE EXPLORATION Prescribed Learning
Suggested Achievement Indicators
Outcomes
Page 49
I1 identify recent contributions, including
Canada’s, to the development of space
exploration technologies
 describe Aboriginal beliefs, particularly
those of BC First Nations, related to
cosmological structures
 list astronomical concepts used before the
scientific and technological age (e.g.,
Stonehenge, Mayan calendar, use of Polaris for
navigation, Chinese prediction of lunar and
solar eclipse)
 outline scientific and technological
innovations, particularly those of recent
Canadian origins, that contribute to our
understanding of space (e.g., telescopes,
parallax, Canadarm, filters)
GRADE 11 – SCIENCE AND TECHNOLOGY
HOME AND TECHNOLOGY Prescribed
Suggested Achievement Indicators
Learning Outcomes
G2 identify different types of indigenous
shelters and the influence of local cultures and
natural environment on their construction
 describe an indigenous shelter (e.g., igloo,
longhouse, teepee)
 explain how indigenous shelters meet the
challenges of natural environments
 explain the connections between local
cultures, environment, and raw materials in the
construction of shelters
GRADE 11 – SUSTAINABLE RESOURCES
AGRICULTURE Prescribed Learning
Suggested Achievement Indicators
Outcomes
Page 50
A1 analyse the environmental, social, and
economic significance of agriculture at the
local, provincial, and global levels
 identify major agriculture areas/activities in
BC (e.g., Fraser Valley, Okanagan, Peace River)
and their characteristics
 identify the impact of government
regulations on agriculture (e.g., Agricultural
Land Reserve, marketing boards)
 describe current global market and product
trends related to British Columbia agriculture
 research and report on agriculture
contributions to the BC economy, including the
multiplier effect of the food industries
 explain how current agricultural practices
compare to traditional practices (e.g.,
Aboriginal, communal societies, family farm,
orchards, vineyards)
 outline environmental issues that arise as a
result of agricultural activities
GRADE 11 – SUSTAINABLE RESOURCES
FISHERIES Prescribed Learning Outcomes
Suggested Achievement Indicators
B1 analyse the environmental, social, and
economic significance of fisheries at the local,
provincial, and global levels
 describe British Columbia licence types
(e.g., species) and categories (e.g., commercial,
sport, Aboriginal, aquaculture)
 explain past and present fishery methods
(e.g., nets, trolling, net pens) used in British
Columbia
 describe the impact of international
agreements (e.g., Pacific Salmon Commission)
on fishing industries
 outline the contribution of the commercial,
sport, aquaculture, and Aboriginal fishing
sectors to the provincial economy
 explain how British Columbia’s unique
geography allows for diverse fishing practices
 report on the historical and contemporary
importance of fishing to British Columbia
Aboriginal peoples
 analyse the direct impact of threats to
habitat and habitat loss on fisheries
GRADE 11 – SUSTAINABLE RESOURCES
FISHERIES Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 51
B6 analyse challenges and opportunities faced
by fishery industries in British Columbia
 identify factors that affect the
sustainability of fisheries (e.g., personal choices
that may impact aquatic environments,
environmental change, international policies)
 assess the impact of various factors on the
sustainability of fisheries (e.g., over-fishing,
drift-net fishing, environmental degradation,
weather/water current patterns, climate
changes)
 describe challenges and opportunities
faced by fishery industries (e.g., Aboriginal
and international treaty negotiations,
marketing, competing products)
 identify actions that government and/or
fishery industries have taken to address
challenges facing fisheries
GRADE 11 – SUSTAINABLE RESOURCES
FORESTRY Prescribed Learning Outcomes
Suggested Achievement Indicators
C1 analyse the environmental, social, and
economic significance of forestry and related
industries at the local, provincial, and global
levels
 outline the benefits and costs of forest
resource development
 explain the importance of forestry
resources to society (e.g., social, recreational,
economic, environmental)
 explain how personal and societal needs,
wants, beliefs, and actions may influence the
forest resource
 compare past and present uses of forests
in British Columbia, Canada, and other areas of
the world (e.g., Aboriginal use, ranching,
mining, recreation)
 outline environmental issues that arise as
a result of forestry industries
GRADE 11 – SUSTAINABLE RESOURCES
FORESTRY Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 52
C3 assess current practices related to the
management of sustainable forest resources in
British Columbia

differentiate between public and private
forest land use
 identify stakeholder groups (e.g., forest
industry, ranchers, conservation, recreation,
tourism, wild crafters, outfitters, Aboriginal
peoples)
 outline goals and methods for conducting
resource inventories of forests
 analyse essential elements required for
forest management (e.g., stakeholder
consultation, certification, regulations,
planning, inventory, harvesting, silviculture,
protection)
GRADE 11 – SUSTAINABLE RESOURCES
MINING Prescribed Learning Outcomes
Suggested Achievement Indicators
D1 analyse the environmental, social, and
economic impacts of acquiring mineral
resources, and hydrocarbons from fossil fuels,
at the local, provincial, and global levels

outline the history of mining and its
impact on the development of British Columbia
and Canada (e.g., migration, trade, Aboriginal
knowledge)
 identify impacts of fossil fuels (oil, gas,
coal) and mineral exploration and mining
activities on society (e.g., social, economic,
environmental)
 assess the benefits and challenges (e.g.,
economic, employment, transportation
infrastructure, environmental) of finding and
developing fossil fuels and mineral resources
 analyse the impacts of global markets and
demand for mineral resources and
hydrocarbons recovered from fossil fuels on
British Columbia’s economy
 outline environmental issues that arise as
a result of hydrocarbon extraction and mining
activities
GRADE 11 – SUSTAINABLE RESOURCES
MINING Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 53
D6 analyse challenges and opportunities facing
hydrocarbon and mineral resource industries in
British Columbia

identify opportunities for new
hydrocarbon and mineral resource operations
in British Columbia (e.g., exploration in pine
beetle kill areas)
 describe challenges and opportunities
faced by the industries (e.g., reprocessing,
depletion of oil, gas, coal and mineral reserves,
site reclamation, environmental impact,
investment requirements, fluctuations in
exploration and development costs,
fluctuations in commodity prices, changing
legislation and societal expectations,
Aboriginal land claims)
GRADE 11 – SUSTAINABLE RESOURCES
ENERGY Prescribed Learning Outcomes
Suggested Achievement Indicators
E5 analyse challenges and opportunities faced
by energy industries in British Columbia

illustrate some of the challenges
associated with distributing electricity (e.g.,
NIMBY - Not In My Backyard, public aversion
to mega-projects, health concerns, visual
landscapes, distance)
 summarize challenges and opportunities
faced by energy industries (e.g., sustainable
delivery and use of energy, marketplace
dynamics, greenhouse gas emissions,
Aboriginal and international treaties,
legislation, competing producers, alternative
energy sources)
GRADE 11 – SOCIAL STUDIES
SOCIETY AND IDENTITY Prescribed
Suggested Achievement Indicators
Learning Outcomes
Page 54
demonstrate knowledge of the challenges faced
by Aboriginal people in Canada during the
20th century and their responses, with
reference to
- residential schools
- reserves
- self-government
- treaty negotiations

describe the impact of the Indian Act on
Aboriginal people (e.g., marginalization and
dependency)
 describe the impact of residential schools
on Aboriginal people (e.g., destruction of lives
and communities)
 identify various Aboriginal responses to
challenges (e.g., negotiations, protests, and
court cases with respect to land and resource
issues; demand for self-government)
 formulate answers to questions such as
the following:
− What are the challenges and benefits for
Aboriginal people living on and off reserves?
− Why are Aboriginal people concerned about
cultural appropriation?
GRADE 11 – CIVICS
INFORMED CITIZENSHIP Prescribed
Suggested Achievement Indicators
Learning Outcomes
Page 55
demonstrate a knowledge of historical and
contemporary factors that help define
Canadian civic identity, including
- roles of individuals in society
- governance
- rights and responsibilities culture,
language, heritage, and community
- environment and geography
- international relations

analyse Canadian civic identity with
reference to events from the 20th and 21st
centuries related to the following defining
factors:
− roles of individuals in society (e.g., Norman
Bethune, Frank A. Calder, Craig Kielburger,
Nellie McClung, Roy Miki, Rosa Parks)
− governance (e.g., elections,
formation/dissolution of political parties,
repatriation of the Constitution)
− rights and responsibilities (e.g., Canadian
Charter of Rights and Freedoms, internment of
Japanese-Canadians, head tax, Anti-Potlatch
legislation)
− culture, language, heritage, and community
(e.g., residential schools, Meech Lake Accord,
Bilingualism and Biculturalism Commission,
Multiculturalism Act, the social safety net)
− environment and geography (e.g., Kyoto
Protocol, softwood lumber disputes, fisheries
disputes)
− international relations (e.g., global conflicts,
peacekeeping, economic relations, foreign aid,
human rights)
 select a civic topic or situation (local,
provincial, national, or international) and
describe it in terms of its roots and contexts
in one or more defining issues
GRADE 11 – CIVICS
INFORMED CITIZENSHIP Prescribed
Suggested Achievement Indicators
Learning Outcomes
Page 56
describe the division of powers in Canada
among federal, provincial, territorial, First
Nations, and municipal governments

describe and explain the main
government powers in Canada:
- federal
- provincial
- territorial
- First Nations
- municipal
 describe the structure and roles of the
executive, legislative, and judicial branches of
Canadian federal, provincial, and territorial
governments
 give examples of other governmental
entities in Canada (e.g., regional districts,
regional health boards, school districts)
 compare the division of powers in
Canada with those of at least one other
democratic nation
GRADE 11 – CIVICS
INFORMED CITIZENSHIP Prescribed
Suggested Achievement Indicators
Learning Outcomes
describe the division of powers in Canada
among federal, provincial, territorial, First
Nations, and municipal governments

describe the electoral system used
federally and in British Columbia
 describe the electoral processes used
federally and in British Columbia (dissolution,
enumeration, nomination, campaigning,
balloting, and tabulation)
 give examples of other electoral systems
used in Canada (e.g., municipal, territorial,
First Nations)
 compare Canada’s electoral systems and
processes with those of at least one other
democratic nation
GRADE 11 – CIVICS
INFORMED CITIZENSHIP Prescribed
Suggested Achievement Indicators
Learning Outcomes
Page 57
describe the legal rights and responsibilities of
individuals, groups, and organizations in
Canadian society, including those related to
- citizenship
- language
- culture

define rights, responsibilities, freedoms, and
privileges
 identify responsibilities of Canadian
citizenship (e.g., voting in elections, helping
others, caring for and protecting heritage,
caring for and protecting the environment,
respecting rights and freedoms of others)
 list and describe the key roles of
individual citizens in the legal process,
including
- jury duty
- giving testimony
- reporting crimes
- obeying the law
 compare rights, responsibilities,
freedoms, and privileges of individuals and
groups in Canada (e.g., citizens, landed
immigrants, refugees, Aboriginal peoples;
language-based rights, religion-based rights)
GRADE 11 – CIVICS
CIVIC DELIBERATION Prescribed Learning
Suggested Achievement Indicators
Outcomes
assess the application of fundamental
principles of democracy (including equality,
freedom, selection of decision makers, rule of
law, and balancing the common good with the
rights of individuals) with respect to selected
20th and 21st century cases in Canada

give examples of the application of the
following principles of democracy in Canada in
the 20th and 21st century:
− equality
− freedom (e.g., of expression, thought,
movement, religion)
− selection of decision makers (e.g., elected vs.
appointed judges, senate, crown corporation
executives)
− rule of law
− balancing the common good with the rights
of individuals
 relate the principles of democracy to
selected events in Canada in the 20th and 21st
centuries (e.g., the Persons Case, the Komagata
Maru, Indian Act, Bill 101)
GRADE 11 – CIVICS
CIVIC DELIBERATION Prescribed Learning
Suggested Achievement Indicators
Outcomes
Page 58
evaluate the relative abilities of individuals,
governments, and nongovernmental
organizations to effect civic change in Canada
and the world, with reference to
considerations such as
- power and influence
- circumstances
- methods of decision making and action
- public opinion

describe power relationships among
individuals, governments, and various types of
institutions in society by providing reasoned,
coherent, and substantiated responses to
questions such as the following, posed in
relation to specific cases:
− How much power and influence does a
government have in this situation?
− How much power do individuals have in
influencing this decision?
− What institutions (e.g., families, economic
sectors, ethnocultural communities,
corporations, unions, special interest groups)
have power and influence in this situation?
− How do individuals, governments, and
institutions enact their influence in this
situation?
− Who has the greatest power and influence in
this issue? Who has the least?
− What are the circumstances (e.g., existing
laws, concurrent domestic or international
events, public attitudes, technological
developments) that affect the power dynamics
in this situation?
 describe the circumstances and methods
that have enabled particular individuals (e.g.,
Norman Bethune, Frank A. Calder, Craig
Kielburger, Nellie McClung, Roy Miki, Rosa
Parks) to effect positive change in institutions
or governments
 using specific case examples, critique the
ways in which decisions are made in selected
public institutions (e.g., courts, councils,
Parliament, United Nations)
 analyse the influences of institutions and
non-governmental organizations on public
policy, with reference to specific examples of
the following:
- unions
- corporations
- special interest groups
- media
GRADE 11 – DRAMA – THEATRE PERFORMANCE
CONTEXT Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 59
analyse purposes and styles of drama of
traditional and contemporary Aboriginal
peoples in BC

GRADE 11 – CHORAL MUSIC
CONTEXT (Historical and Cultural)
Suggested Achievement Indicators
Prescribed Learning Outcomes
analyse the purposes of vocal music in
traditional Aboriginal societies in British
Columbia
analyse the purposes of instrumental music in
traditional Aboriginal societies in British
Columbia


GRADE 11 – ART FOUNDATIONS
Page 60
IMAGE-DEVELOPMENT AND DESIGN
STRATEGIES (Perceiving/Responding)
Suggested Achievement Indicators
Prescribed Learning Outcomes
analyse the image-development strategies used
in Aboriginal artforms in BC

CONTEXT (Perceiving/Responding) Prescribed
Suggested Achievement Indicators
Learning Outcomes
demonstrate awareness of issues related to
Aboriginal artforms in BC

VISUAL ELEMENTS AND PRINCIPLES OF
ART AND DESIGN (Perceiving/Responding)
Suggested Achievement Indicators
Prescribed Learning Outcomes
identify the use of particular elements and
principles in Aboriginal artforms in BC

MATERIALS, TECHNOLOGIES AND
PROCESSES (Perceiving/Responding)
Suggested Achievement Indicators
Prescribed Learning Outcomes
analyse the use of materials, technologies, and
processes in selected Aboriginal artforms in BC

GRADE 11 – STUDIO ARTS
IMAGE-DEVELOPMENT AND DESIGN
Suggested Achievement Indicators
Page 61
STRATEGIES (Perceiving/Responding)
Prescribed Learning Outcomes
analyse the image-development strategies used
in Aboriginal artforms in BC within a specific
visual expression area

CONTEXT (Perceiving/Responding) Prescribed
Suggested Achievement Indicators
Learning Outcomes
demonstrate awareness of issues related to
Aboriginal artforms in BC within a specific
visual expression area

VISUAL ELEMENTS AND PRINCIPLES OF
ART AND DESIGN (Perceiving/Responding)
Suggested Achievement Indicators
Prescribed Learning Outcomes
identify the use of particular elements and
principles in Aboriginal artforms in BC within
a specific visual expression area

MATERIALS, TECHNOLOGIES AND
PROCESSES (Perceiving/Responding)
Suggested Achievement Indicators
Prescribed Learning Outcomes
analyse the use of materials, technologies, and
processes in selected Aboriginal artforms in BC
within a specific visual expression area

GRADE 12
Page 62
GRADE 12 – ENGLISH LANGUAGE ARTS
THINKING (Oral Language) Prescribed
Suggested Achievement Indicators
Learning Outcomes
A8 speak and listen to make personal responses
to texts, by
- relating reactions and emotions to
understanding of the text
- generating thoughtful questions
- making inferences
- explaining opinions using reasons and
evidence
- suggesting contextual
- influences and relationships

use oral modes to express response to text
(e.g., questions, class discussion, interview,
speech, drama, poetry)
 explain how reaction to the text reinforces
the message (e.g., “Even though the conclusion
was ambiguous, I felt hopeful...”)
 ask questions that deepen personal
response (e.g., “What is influencing my
reaction?” “Would others feel this way?”
“What are other ways I could be feeling about
this?”)
 form inferences that connect experiences
and perceptions to the text (e.g., “A scientific
perspective would have considered...”)
 give reasons for personal opinion using
evidence from text (e.g., “The argument in the
presentation was ineffective because...”)
 explain the historical, cultural, and
political influences on the text (e.g., “This belief
has been part of many First Nations cultures
since...”)
 demonstrate listening to oral texts to
express a personal response through a variety
of modes (e.g., journal, speech, drama, poetry,
visual representation, multimedia, song)
GRADE 12 – ENGLISH LANGUAGE ARTS
READING AND VIEWING (Purposes)
Suggested Achievement Indicators
Prescribed Learning Outcomes
Page 63
B1 read, both collaboratively and
independently, to comprehend a variety of
literary texts, including
- literature reflecting a variety of times,
places, and perspectives
- literature reflecting a variety of prose
forms
- poetry in a variety of forms
- significant works of Canadian
literature (e.g., the study of plays, short
stories, poetry, or novels)
- traditional forms from Aboriginal and
other cultures
- student-generated material

identify how elements of prose forms
(e.g., setting, plot, character, theme, and style)
influence each other (e.g., elements of setting
develop conflict, theme influences style,
symbol relates to character)
 identify how elements of poetry (e.g.,
metre, figurative language, tone, form, style)
contribute to construction of meaning (e.g.,
metre contributes to understanding of the
subject, recurring symbols contribute to the
development of theme)
 make and explain inferences about the
text (e.g., “Hagar’s favouritism for John leads
to great unhappiness,” “The images in Davies’
Totem symbolize the vitality of Aboriginal
culture.”)
 offer logical insights regarding the text
and/or author (e.g., “Atwood’s view of human
relationships is pessimistic,” “Hodgin’s Broken
Ground is effective because he tells the story
though many narrators.”)
 make and support connections between
the text and personal experience (e.g.,
“Hamlet’s anger toward his stepfather isn’t
fully justified. Claudius at least has…,” “Paul’s
desire for the lifestyle he witnesses at the
theatre is very like my friends’ desire for the
lifestyle they see on television. For example...”)
 make and support connections to other
texts (e.g., “Orwell’s view of political systems
in Animal Farm is surprisingly similar to the
way that Big Brother operates in 1984,” “The
effects of drinking portrayed in The Drunkard
are light-hearted, but in Domestic Dilemma the
results of alcoholism are tragic.”)
 explain how poetic devices help to create
meaning (e.g., “Earl Birney uses multiple
images in ‘Anglosaxon Street’ to create a motif
or extended metaphor of urban poverty.”)
 make reasoned judgments about aspects
of the text and/or the text as a whole (e.g., “I
know Dickens is very good, but I feel the
endless descriptive paragraphs take away from
the flow of the story. For example…,” “I can
trace a feminist perspective in Alice Munro’s
‘An Ounce of Cure’ by...”)
GRADE 12 – SUSTAINABLE RESOURCES
AGRICULTURE Prescribed Learning
Suggested Achievement Indicators
Outcomes
Page 64
A1 examine the importance of agricultural
resources in the development of Canada with
emphasis on British Columbia
 compare ways in which society and local
cultures direct the development of food
production, processing, and preservation
 describe the cultural connections to
agricultural practices (e.g., Aboriginal,
religious communal farms)
 describe the background, development,
implementation, and effectiveness of the
Agricultural Land Reserve (ALR) Act
 describe the progression from huntergather societies to subsistence agriculture and
later to cash crops in early Canada
 outline the impact of agriculture on the
historical development of British Columbia
GRADE 12 – SUSTAINABLE RESOURCES
AGRICULTURE Prescribed Learning
Suggested Achievement Indicators
Outcomes
B1 debate the concept of sustainability as it
relates to agriculture
 illustrate the concept of sustainable
agriculture
describe the impact of economic activities,
urbanization, and population growth on
agriculture
analyse the concepts of stewardship and
sustainability as they relate to agriculture
outline Aboriginal beliefs regarding
stewardship and sustainability as they relate to
agriculture
outline local and provincial steps taken to
ensure agricultural sustainability
GRADE 12 – SUSTAINABLE RESOURCES
AGRICULTURE Prescribed Learning
Suggested Achievement Indicators
Outcomes
Page 65
C1 identify specific agricultural organisms and
associated commodities
 identify organisms (e.g., fungi, plants,
mammals, birds, insects, fish) produced and
used in agriculture
identify commodities produced from
agricultural organisms
describe organisms that British Columbia
Aboriginal peoples managed and harvested
GRADE 12 – SUSTAINABLE RESOURCES
AGRICULTURE Prescribed Learning
Suggested Achievement Indicators
Outcomes
D2 analyse local practices related to
agricultural production
 identify the history of local practices
related to agricultural activities (e.g.,
Aboriginal, early settlers, immigrant workers)
compare and contrast local practices
related to agricultural activities (e.g., current
practices, cultural influences, Aboriginal,
early settlers, immigrant workers)
describe the infrastructure required to
effectively support agriculture
GRADE 12 – SUSTAINABLE RESOURCES
FISHERY Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 66
A1 assess the importance of fisheries in British
Columbia and Canada
 define fisheries as activities and processes
related to aquatic species (both fresh and salt
water) with culturing and/or harvesting
potential (commercial and recreational)
examine the impact of current fisheries on
employment and the economy within Canada
and British Columbia
discuss changes in fisheries in Canada and
British Columbia (e.g., commercial whaling, the
rise and fall of the East Coast cod fishery,
salmon licence buy-back programs)
identify the role aquatic species play in a
healthy human diet
discuss the roles of aquatic species in
Aboriginal cultures (e.g., food, social, and
ceremonial needs)
GRADE 12 – SUSTAINABLE RESOURCES
FISHERY Prescribed Learning Outcomes
Suggested Achievement Indicators
C2 describe harvesting methods associated
with wild stock
 identify common harvesting methods (e.g.,
trolling, trawling, netting, diving, spearing,
angling, trapping) associated with different
fisheries (i.e., commercial and recreational)
including
− off-shore (e.g., squid, tuna, sablefish)
− sub tidal (e.g., salmon, herring, crab, krill,
shrimp, kelp)
− intertidal (e.g., seaweed, oyster, clam,
mussels)
− fresh water (e.g., trout, salmon, sturgeon)
compare traditional and current
Aboriginal harvesting methods
GRADE 12 – SUSTAINABLE RESOURCES
FISHERY Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 67
E2 outline economic and political issues and
challenges related to fisheries
 list economic issues that impact fisheries
(e.g., increased production costs, market
fluctuations, competition, consumer demand)
list political issues that impact fisheries
(e.g., taxes, international agreements,
Aboriginal treaties, licence buy-back programs,
moratoria)
discuss how changing costs (e.g., energy,
labour) play a role in the viability of fisheries
discuss how economic issues (e.g., the
changing value of the Canadian dollar) impact
various fisheries (e.g., commercial, recreational)
describe how economic pressures
influence scales of production
GRADE 12 – SUSTAINABLE RESOURCES
FORESTRY Prescribed Learning Outcomes
Suggested Achievement Indicators
A1 assess the importance of forest resources to
British Columbia and Canada
 define the terms resource, forest, and
forestry
list a variety of forest resources (e.g., trees,
plants, animals, soil, water)
describe the relationship between society
and forests (e.g., how changing public
expectations influence policy development)
identify impacts of forests and forest
industries on the local and provincial economy
describe the importance of forests to
Aboriginal peoples
outline the conflicting societal
expectations (e.g., land claims, agriculture vs.
forestry, recreation) on forest resources
compare past and present forestry
practices and resource uses in British Columbia
GRADE 12 – SUSTAINABLE RESOURCES
MINING Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 68
A4 examine the relationship between resource
exploration and the development of Canada
with emphasis on British Columbia
 identify hydrocarbon and mineral
exploration expertise and knowledge shared
from Canada’s Aboriginal peoples
explain how the search for hydrocarbon
and mineral resources contributed to the
development of Canada and British Columbia
describe how the development of
hydrocarbon and mineral resource industries
have contributed to the growth of Canada and
British Columbia in world markets
GRADE 12 – GEOGRAPHY
RESOURCES AND ENVIRONMENTAL
SUSTAINABILITY Prescribed Learning
Suggested Achievement Indicators
Page 69
Outcomes
F2 assess the environmental impact of human
activities, including
- energy production and use
- forestry
- fishing
- mining
- agriculture
- waste disposal
- water use
Planning For Assessment
Assessment Strategies
In preparation for a round table discussion on
the subject of mining, provide students with
two case studies of potential mine sites: one a
strip mine and the other a shaft mine. Divide
the class into four groups:
− Group 1: pro-strip mining
− Group 2: con-strip mining
− Group 3: pro-shaft mining
− Group 4: con-shaft mining
Reassemble the class and have groups present
as follows:
− Group 1 members present, for five minutes,
their views on Pro-Strip Mining; then Group 2
members present, for five minutes, their views
on Con-Strip Mining; this is followed by a fiveminute Question Period
− Group 3 members present, for five minutes,
their views on Pro-Shaft Mining; then Group 4
members present, for five minutes, their views
on Con-Shaft Mining; this is followed by a fiveminute Question Period
Each group member could be assigned a
particular point of view to keep in mind as they
read their material (not all of these points of
view need to be represented in each group, and
some may be represented by more than one
student):
− geologist
− environmentalist
− health care worker
− mine owner
− member of local First Nation
− member of local community
− Premier of the province
Have students read the case studies, analyse
the possible ramifications of the mine site, and
together develop a set of points/arguments in
support of their position.
Following the presentations, have each student
write a final environmental impact assessment
report on the development of the two mines.
The report should contain the following
information:
− summary of the strip mine proposal
− benefits for developing the strip mine
− drawbacks for developing the strip mine
− summary of the shaft mine proposal
− benefits for developing the shaft mine
− drawbacks for developing the shaft mine
Students will be evaluated on their
participation in the small group discussion,
round table discussion, questions, and
environmental impact assessment report.
GRADE 12 – LAW
FOUNDATIONS OF LAW Prescribed
Suggested Achievement Indicators
Learning Outcomes
Page 70
A6 analyse the impact of the following on
Canadian society:
- the Canadian Charter of Rights and
Freedoms
- human rights legislation
 analyse the impact on Canadian society of
landmark decisions interpreting the Canadian
Charter of Rights and Freedoms with respect to
− fundamental freedoms
− limitations on rights and freedoms
− legal rights
− democratic rights
− mobility rights
− equality rights
− language rights
 describe concepts that limit the scope of
the Charter, including
− application to government, not private
individuals
− reasonable limits under section 1
− the “notwithstanding clause” (section 33)
 differentiate among the rights, freedoms,
duties, and responsibilities of Canadians
 compare the human rights provisions of
the Charter with those of the BC Human Rights
Code, Canadian Human Rights Act, Canadian
Charter of Rights and Freedoms, and the UN
Universal Declaration of Human Rights
 compare the legal rights and
responsibilities of individuals, groups, and
organizations in Canadian society (e.g., with
reference to Aboriginal treaty issues, minority
language issues, Nisga’a treaty, Bill 101, samesex marriage, suffrage, immigration)
GRADE 12 – TOURISM
INTRODUCTION TO TOURISM Prescribed
Suggested Achievement Indicators
Learning Outcomes
Page 71
compare the BC tourism regions
 identify and compare the BC tourism
regions in regards to
– history
– geography
– attractions
– special events
– tourism amenities
– First Nations history and culture
– cultural diversity
– travel routes
 analyse the factors affecting tourism in the
local area, including:
– facilities
– infrastructures
– tourism resources
– regional marketing organizations
– local marketing organizations
– First Nations cultures and traditions
– economic impact
GRADE 12 – TOURISM
TRAVEL PLANNING Prescribed Learning
Suggested Achievement Indicators
Outcomes
analyse how BC First Nations cultures and
traditions have a role in BC’s tourism sector
 identify common elements and values that
contribute to the First Nations culture
 review and understand the terminology
related to First Nations culture
 identify the range of First Nations cultural
tourism activities
 discuss the benefits and drawbacks
involved with the development of First
Nations cultural tourism
GRADE 12 – ART FOUNDATIONS
CONTEXT Prescribed Learning Outcomes
Suggested Achievement Indicators
analyse issues related to Aboriginal artforms in
BC

GRADE 12 – STUDIO ARTS
CONTEXT Prescribed Learning Outcomes
Suggested Achievement Indicators
Page 72
compare issues of Aboriginal artforms in BC
within a specific visual expression area to those
of another indigenous culture

VISUAL ELEMENTS AND PRINCIPLES OF
ART DESIGN Prescribed Learning Outcomes
Suggested Achievement Indicators
analyse the use of particular elements and
principles in Aboriginal artforms in BC within
a specific visual expression area

Page 73