Gr9curric Req PDF

GRADE 9
Curriculum Package
(September 2010)
For ease of reference, this Grade 9 Curriculum Package compiles all Prescribed Learning
Outcomes and Suggested Achievement Indicators from within each subject-based curriculum into
one comprehensive document.
www.bced.gov.bc.ca/irp
TABLE OF CONTENTS
TABLE OF CONTENTS
INTRODUCTION
Introduction ........................................................................................................................................................ 5
Required Areas of Study ..................................................................................................................... 5
How to Use This Document ................................................................................................................ 5
GRADE 9 PRESCRIBED LEARNING OUTCOMES AND SUGGESTED ACHIEVEMENT INDICATORS
English Language Arts ..................................................................................................................................... 7
Health and Career Education ........................................................................................................................ 35
Mathematics .................................................................................................................................................... 43
Physical Education .......................................................................................................................................... 55
Science .............................................................................................................................................................. 63
Social Studies .................................................................................................................................................. 71
Daily Physical Activity .................................................................................................................................. 77
Applied Skills ................................................................................................................................................. 79
Business Education .......................................................................................................................... 79
Home Economics .............................................................................................................................. 83
Information Technology ................................................................................................................. 89
Technology Education ..................................................................................................................... 91
Fine Arts ........................................................................................................................................................... 95
Dance .................................................................................................................................................. 95
Drama ................................................................................................................................................. 99
Music ................................................................................................................................................ 105
Visual Arts ....................................................................................................................................... 111
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 3

INTRODUCTION
T
his document provides basic information are expected to know and be able to do by the
about the provincial curriculum end of the specified subject and grade.
requirements for Grade 9 students in
British Columbia. The full text of all provincial Schools are responsible for ensuring that all
curricula is available online at Prescribed Learning Outcomes for each required
www.bced.gov.bc.ca/irp/irp.htm area of study are met; however, schools have
flexibility in determining how delivery of the
REQUIRED AREAS OF STUDY curriculum can best take place.
As stated in the Required Areas of Study In An It is expected that student achievement will vary
Educational Program Order in relation to the learning outcomes. Evaluation,
(http://www.bced.gov.bc.ca/legislation/schoollaw/ reporting, and student placement with respect to
e/m295-95.pdf) each school year a board must these outcomes are dependent on the professional
offer to all students in Grade 9 an educational judgment and experience of teachers, guided by
program that meets all the Prescribed Learning provincial policy.
Outcomes set out in the applicable educational
program guide in: All prescribed learning outcomes complete the
stem, It is expected that students will .
English Language Arts, or in the case of a
student enrolled in a francophone educational Prescribed Learning Outcomes are presented by
program, French Language Arts curriculum organizer (and suborganizer as
Social Studies applicable), and for some subjects are coded
Mathematics alphanumerically for ease of reference; however,
Science this arrangement is not intended to imply a
Physical Education required instructional sequence.
One of the following Fine Arts: Dance,
Drama, Music, or Visual Arts Suggested Achievement Indicators
One of the following Applied Skills:
Suggested Achievement Indicators in relation to
Technology Education, Information
each Prescribed Learning Outcome are included to
Technology, Home Economics, or Business
support the assessment of provincially prescribed
Education
curricula.
Health and Career Education
Daily Physical Activity Achievement indicators support the principles of
assessment for learning, assessment as learning,
HOW TO USE THIS DOCUMENT and assessment of learning. They provide teachers
For each required area of study for Grade 9, the and parents with tools that can be used to reflect
Prescribed Learning Outcomes and corresponding on what students are learning, as well as provide
Suggested Achievement Indicators are presented students with a means of self-assessment and
in a series of tables. ways of defining how they can improve their own
achievement.
Prescribed Learning Outcomes
Suggested Achievement Indicators describe what
Prescribed Learning Outcomes are content standards
evidence to look for to determine whether or not
for the provincial education system; they are the
the student has fully met the intent of the learning
prescribed curriculum. Clearly stated and
outcome. Since each achievement indicator
expressed in measurable and observable terms,
presents only one aspect of the corresponding
prescribed learning outcomes set out the required
learning outcome, the entire set of achievement
attitudes, skills, and knowledge what students
indicators can assist teachers when determining

INTRODUCTION
whether students have fully met the learning developed for Dance, Drama, Music, and Visual
outcome. Arts; and for Technology Education, Information
Technology, and Business Education.
Achievement indicators are not mandatory; they
are suggestions only, provided to assist in the For the complete curriculum go to
assessment of how well students achieve the www.bced.gov.bc.ca/irp/irp.htm
Prescribed Learning Outcomes.
(Note: at the time of publication of this document,

Suggested Achievement Indicators had not been
6 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

ENGLISH LANGUAGE ARTS GRADE 9

Prescribed Learning Outcomes and
Suggested Achievement Indicators
PURPOSES (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student

achievement for each corresponding Prescribed Learning
Outcome.
By the end of Grade 9, students who have fully met the Prescribed
It is expected that students will: Learning Outcome are able to:
A1 interact and collaborate in pairs collaborate with members of a group (e.g., listen and
and groups to speak respectfully, ask questions, take turns,
support the learning of self cooperate, disagree courteously) to achieve a common
and others purpose (e.g., discuss social issues, analyse characters,
explore experiences, ideas, discuss themes)
and information share and support group roles and responsibilities to
understand the achieve purpose and goals (e.g., analyse tasks,
perspectives of others generate a plan, designate roles)
comprehend and respond
express opinions and ideas and encourage the
to a variety of texts
opinions and ideas of others (e.g., invite participation,
create a variety of texts
acknowledge other perspectives)
demonstrate active nonverbal participation in group
activities (e.g., physical proximity to group, eye
contact, facial expression)


Outcome.
A2 express ideas and information identify and describe purpose for speaking
in a variety of situations and sustain group and class discussions through relevant
forms to and thoughtful contributions (e.g., build on other
explore and respond students ideas)
recall and describe
provide clear organizational cues when presenting or
narrate and explain
discussing (e.g., use transition words and phrases)
persuade and support
engage and entertain modify language, ideas, and information in relation to
the needs and interests of the audience
present ideas, information, and emotions in an
imaginative and relevant way (e.g., description,
significant details)
A3 listen to comprehend, interpret, identify the purpose of the text, and the evidence used
and evaluate ideas and to support that purpose
information from a variety of identify persuasive techniques (e.g., statistics, real-life
texts, considering examples)
purpose
summarize and clarify ideas and information (e.g.,
messages
take turns summarizing text with a partner, ask
tone
questions to clarify understanding)
structure
effects and impact describe the effects and impact of tone (e.g., identify
bias words that create an emotional effect)
attend to organizational cues in text (e.g., transitions,
emphasis)
recognize text-specific devices and elements (e.g.,
slogan, point of view)
make judgments about the effectiveness of the text
(e.g., in relation to purpose, ideas, techniques)
identify and explain possible bias (e.g., She deflected
questions about the opposite point of view. For
example...)

STRATEGIES (ORAL LANGUAGE)

Outcome.
A4 select and use a range of

strategies to interact and choose ways for group members to achieve task
collaborate with others in pairs requirements (e.g., role descriptions, meeting notes)
and groups, including create and follow classroom guidelines for interacting
selecting methods for (e.g., listen and speak respectfully, take turns,
working together cooperate, disagree courteously)
effectively ask questions to clarify views or ideas of others
listening actively extend ideas stated by others
contributing ideas and suggest ways to include and relate different points of
encouraging the ideas of view (e.g., appoint spokespersons to represent
others different points of view)
demonstrating awareness
seek out multiple points of view (e.g., brainstorm
of diverse points of view
various perspectives on the topic, considering gender,
reaching consensus or
culture, age, ability)
agreeing to differ
A5 select and use a range of
strategies to prepare oral identify purpose and audience (e.g., choose register
communications, including and diction appropriate to task and audience)
interpreting a task and brainstorm or list topics or ideas
setting a purpose
compare and select relevant ideas and information
considering audience
generating ideas
organize information around key ideas or questions
making connections among seek out and act on suggestions of others
relevant knowledge and choose techniques for presenting
experiences prepare visual aids, materials, and equipment for
planning and rehearsing presentations
presentations

A6 select and use a range of use and adjust vocal techniques to make presentations
strategies to express ideas and effective and appropriate to audience (e.g., expression,
information in oral audibility)
communications, including use and adjust nonverbal techniques to make
vocal techniques presentations effective and appropriate to audience
style and tone (e.g., eye contact, body language)
nonverbal techniques
use props, diagrams, computer presentations, and
visual aids
artifacts to enhance delivery
organizational and
memory aids use organizational and memory prompts to aid
monitoring methods effective delivery (e.g., notes, index cards, outlines)
monitor listeners reactions (e.g., watch nonverbal
cues) and make adjustments accordingly (e.g., change
volume, rephrase main point)
A7 use listening strategies to explain predictions (e.g., how reached, evidence)
understand, recall, and analyse identify and restate important points (e.g., use graphic
a variety of texts, including organizers, take notes)
connecting to prior
use examples beyond the text when making
knowledge
connections (e.g., text-to-text, text-to-self, text-to-
making reasonable
world)
predictions
identifying main points consider and suggest a main idea or theme and
generating thoughtful provide support
questions distinguish between fact and opinion
clarifying and confirming identify point of view and speaker bias
meaning identify when and describe why understanding failed
(e.g., The information was too complex, There was
too much information.)
act to re-establish meaning (e.g., ask for clarification or
examples)

THINKING (ORAL LANGUAGE)

Outcome.
A8 speak and listen to make use oral modes to express response to text (e.g.,
personal responses to texts, by questions, class discussion, interview, speech, drama,
making connections with poetry)
prior knowledge and describe and explain connections, reactions, and
experiences emotional responses (e.g., This reminds me of...,)
describing reactions and
ask questions that deepen personal response (e.g.,
emotions
How does this make me feel?, Why do I feel this
generating thoughtful
way?)
questions
developing opinions with state reasons for personal opinions (e.g., The speech
reasons inspired me because...)
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)
A9 speak and listen to interpret, determine purpose and main ideas and identify
analyse, and evaluate ideas supporting evidence
and information from texts, by describe the effectiveness of content, presentation, and
making and supporting style in achieving intended purpose
judgments
apply class- or teacher-generated criteria for assessing
examining and comparing
the quality of ideas and information presented
ideas and elements within
and among texts express and explain feelings, judgments, or opinions
describing perspectives evoked by the text
identifying bias, identify words, elements, and techniques that
contradictions, and non- influence the audiences feelings and attitudes
represented perspectives (e.g., sound devices, imagery, suspense, dialogue,
character)
discuss the point of view presented and any
inconsistencies, and suggest other possible points of
view


Outcome.
A10 speak and listen to synthesize combine prior knowledge with newly acquired
and extend thinking, by information and ideas
personalizing ideas and trace the development of own changing opinions
information
generate questions to enhance understanding, explore
explaining relationships
possibilities, and lead to further inquiry
among ideas and
information defend a new idea with support
applying new ideas and consider and suggest other outcomes or solutions
information build on the ideas of others and voice new
transforming existing ideas understandings
and information apply a newly acquired idea, piece of information, or
strategy to a new situation or task
transform ideas by expanding on them (e.g., suggest a
new ending, continue a narrative)
A11 use metacognitive strategies to contribute relevant ideas and opinions to discussions
reflect on and assess their about effective speaking and listening
speaking and listening, by generate and select criteria for speaking and listening
referring to criteria
demonstrate understanding of strategies available to
setting goals for
increase success in speaking and listening
improvement
creating a plan for evaluate speaking and listening through meaningful
achieving goals self-assessment (e.g., I used effective examples, My
evaluating progress and charts needed to be clearer, I stayed on track even
setting new goals though I was bored.)
set new goals and create a plan for implementation
(e.g., I want to improve my listening skills, so I will
focus on one of the criteria each week.)
periodically review goals and assess progress (e.g.,
Im getting better at..., I need to continue to work
on...)

FEATURES (ORAL LANGUAGE)

Outcome.
A12 recognize and apply the identify context (e.g., audience, purpose, situation)
structures and features of oral select appropriate tone (e.g., formal, informal) and
language to convey and derive diction (e.g., word choice, colloquialisms)
meaning, including
when listening, demonstrate behaviours that
context
contribute to successful listening (e.g., respectful
text structures
attention and appropriate response)
syntax
diction identify and use some typical text structures (e.g.,
usage conventions flashback, chorus) and rhetorical devices (e.g.,
rhetorical devices repetition, questions) that shape meaning in texts
vocal techniques use logical syntax (e.g., transitions) and accepted
nonverbal techniques conventions of usage (e.g., consistent verb tenses)
avoid repetitive filler words and expressions (e.g.,
like, you know, right, um)
in formal situations, speak with clarity, appropriate
pace and volume, and with some purposeful inflection
when speaking, use body language and gestures to
convey and clarify meaning or for emphasis
when listening, identify when a speakers gestures,
body language, or emphasis suggests important
information

PURPOSES (READING AND VIEWING)

Outcome.
B1 read, both collaboratively and identify how the key elements of a story (e.g., setting,
independently, to comprehend plot, character, and theme) influence each other (e.g.,
a variety of literary texts, elements of setting influence character action,
including character traits contribute to conflict, plot events
literature reflecting a contribute to theme)
variety of times, places, identify how elements of poetry (e.g., figurative
and perspectives language, form, sound devices) contribute to
literature reflecting a construction of meaning (e.g., onomatopoeia
variety of prose forms contributes to humour, repetition creates emphasis)
poetry in a variety of
make and explain inferences about the text (e.g., The
narrative and lyric forms
fire allowed the boy to show his bravery, Because
significant works of
the father was weak, the children felt unsafe.)
Canadian literature (e.g.,
the study of plays, short offer relevant insights regarding the text and/or author
stories, poetry, or novels) (e.g., In the short story all the children are happy
traditional forms from because their parents show love to each other, In
Aboriginal and other David, the words used to describe nature give the
cultures feeling of Bobbys horror when he goes down the
student-generated material 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.)


Outcome.
B2 read, both collaboratively and determine and state a purpose for reading (e.g., Im
independently, to comprehend looking for the negative influences on, I want to
a variety of information and find out how he became successful.)
persuasive texts with indicate purposes for re-reading (e.g., This time I
increasing complexity of ideas need to pay attention to, Id like to find three
and form, such as statistics that support...)
articles and reports
restate main ideas in own words
biographies and
autobiographies locate details relevant to readers purpose, including
textbooks, magazines, and those provided in visual or graphic materials
newspapers make notes by creating categories that reflect the main
print and electronic ideas or topics
reference material support inferences or interpretations with specific
advertising and evidence from the text (e.g., In Take Action, the
promotional material Kielburgers suggest that all of us can make a
opinion-based material difference, The chart shows that salaries increase
student-generated material when...)
use glossaries, tables of contents, indices, appendices,
navigation bars, and search engines to locate specific
information
compare information from a variety of sources,
including magazines, newspapers, web sites, electronic
media, and anthologies
make judgments about accuracy of information in
texts (e.g., This article is outdated. There are no
statistics after 1999, The journalist did not interview
all of the candidates.)


Outcome.
B3 view, both collaboratively and set a purpose for viewing (e.g., We need to pick out
independently, to comprehend three details in Tom Thomsons paintings that
a variety of visual texts, such as show..., I want to find a graphic novel about...)
broadcast media explain how visual elements (e.g., line, texture,
web sites formatting, layout, colour) create meaning (e.g., It
graphic novels sure helped to have all the key terms in red.)
film and video
compare related information from multiple visual texts
photographs
(e.g., charts detailing salary differences to bar graphs
art
tracing levels of education)
visual components of print
media identify differences between a print text and visual
student-generated material representation (e.g., compare scenes from A
Midsummer Nights Dream to a film version)
offer reasonable interpretations of the purpose of the
visual text (e.g., David Suzuki discusses the
implications of, That poster is biased.)
identify visual content that affects the viewers
response (e.g., All the charts and graphs crammed
together confused me, After watching the video, I
began to see the issue through the eyes of a prairie
farmer.)
make and justify inferences and predictions about
visual text and about material that is implicit or absent
(e.g., about what happened before/after the timeline;
about the points of view of people represented in the
picture)


Outcome.
B4 independently select and read, choose texts of appropriate difficulty (e.g., vocabulary
for sustained periods of time, preview, paraphrase a paragraph)
texts for enjoyment and to select texts based on personal interest or topic of study
increase fluency (e.g., preview table of contents, choose by genre and/or
author, choose resource from a text set)
read independently every day (e.g., 15-20 minutes in
class, 30-40 minutes on own time)
track and/or describe independent reading (e.g., home
reading logs, literary journals, book reviews, partner
talk)
offer to read aloud to various audiences (e.g., family
members, a partner, information circle, research
group)
use knowledge of genre and text structure to improve
fluency and expression when reading aloud
talk about independent reading as an enjoyable and
shared experience (e.g., If you like mysteries, try
reading...)
describe text, author, and/or genre preferences (e.g., I
like science fiction the best. When I read Robert J.
Sawyer stories, I escape...)

STRATEGIES (READING AND VIEWING)

Outcome.
B5 before reading and viewing, articulate/discuss a purpose for reading and viewing
select and use a range of brainstorm/explain what is already known about the
strategies to anticipate content topic and genre/form
and construct meaning,
use a variety of alternative sources to locate
including
information and expand background knowledge about
interpreting a task
the topic (e.g., encyclopedia, Internet, books, articles)
setting a purpose
accessing prior knowledge sort and categorize vocabulary/key terms/images
making logical predictions provided
generating guiding state and support predictions based on prior
questions knowledge and preview of the text
generate and ask questions to guide reading and
viewing
record ideas in a graphic organizer
B6 during reading and viewing, discuss and/or explain predictions (e.g., compare new
select and use a range of information to predictions)
strategies to construct, generate, share, and/or record questions and
monitor, and confirm meaning, inferences
including
describe, sketch, or use graphic organizers to record
predicting, questioning,
mental images
visualizing, and making
connections identify and communicate connections (e.g., text-to-
making inferences and text, text-to-self, text-to-world) made while reading
drawing conclusions (e.g., concept map, journal response, coding text,
differentiating main ideas partner chats)
and supporting details identify graphic and visual cues used to find
summarizing information and clarify understanding (e.g., glossaries,
using text features summaries, questions in text, outlines, sidebars,
determining the meaning navigation bars, and hyperlinks)
of unknown words and make relevant notes using logical categories (e.g.,
phrases outlines, mind maps, timelines)
self-monitoring and self- restate main ideas/events in own words
correcting use context cues, word structure, illustrations, and
classroom resources to figure out unfamiliar
vocabulary
identify when meaning-making is breaking down


Outcome.
B7 after reading and viewing, consider and express initial response (e.g., journal
select and use a range of entry, partner talk, whole-group discussion)
strategies to extend and generate and communicate questions related to and
confirm meaning, including going beyond the text
responding to text
re-state or redefine purpose for reading/viewing
asking questions
reviewing text and purpose state the main ideas and provide supporting details
for reading suggest inferences and conclusions supported by
making inferences and evidence from the text
drawing conclusions consider and express alternative interpretations
summarizing, compare the ideas expressed in the text to ideas from
synthesizing, and applying other sources (e.g., prior knowledge, partner talk, class
ideas discussions, secondary texts, media sources)
generate and integrate new ideas (e.g., suggest an
alternative approach; articulate personal change; based
on new understanding/information, suggest what is
missing in other texts)

THINKING (READING AND VIEWING)

Outcome.
B8 explain and support personal offer and explain connections between a text and own
responses to texts, by ideas, beliefs, experiences, and feelings (e.g., The
making connections with authors solution to the problem of graffiti is different
prior knowledge and from mine...)
experiences make and support connections to reading and viewing
describing reactions and selections (e.g., In Featherboy, Norbert also figured out
emotions that things were not going to get better for him even
generating thoughtful though he had proven his bravery.)
questions
describe and discuss emotions evoked by a text
offering and supporting
supported by reasons, questions, explanations, and
opinions using evidence
evidence (e.g., Dont you think that she was right to
expose the others? I feel that she has to go ahead
and...)
pose questions that demonstrate personal connections
to the text or author (e.g., How does an author write
about something he or she hasnt experienced?)
express and share opinions regarding a text supported
by reasons, explanations, and evidence (e.g., The
lyrics in this song are too similar to those in, When
I compare the lines)

B9 interpret, analyse, and evaluate make judgments about the text based on evidence
ideas and information from (e.g., The research in this article is up to date because
texts, by it uses several recent studies.)
making and supporting recognize significant patterns in text (e.g., e.e.
judgments cummings poems often contain, All of the
examining and comparing sidebars give modern-day examples of...)
examine and compare ideas and information from a
and among texts
variety of texts (e.g., The article about S. E. Hinton
beginning to identify
talks about how her experiences affect her writing.
diverse voices
That Was Then, This is Now shows how she uses her
identifying bias,
experiences when...)
contradictions, and non-
represented perspectives identify more than one voice or perspective in a text
(e.g., Chapter One tells the story through Johns eyes;
in Chapter Two the reader gets to hear Lorraines
point of view.)
describe contradictions within texts (e.g., I cannot
figure out how he arrives at this conclusion. Based on
the examples given...)
evaluate assumptions implicit within texts (e.g., Raj
thinks that the whole class likes rock music because in
his story he, Ernest Buckler shows life on the farm
is really peaceful, but I know...)
identify missing perspectives (e.g., Where is the point
of view of...?)
B10 synthesize and extend thinking integrate new information into existing knowledge
about texts, by and beliefs (e.g., clarify how new information in text
personalizing ideas and has an impact on personal opinions or beliefs)
information combine perspectives relating to a text (e.g., combine
explaining relationships own and narrators perspectives)
among ideas and
juxtapose and merge related ideas (e.g., explore the
information
differences between characters motives)
applying new ideas and
information use key ideas and relevant details from texts to create
transforming existing ideas representations/responses/artifacts (e.g., create a
and information group presentation, play, or musical work based on
central themes)
consider developments extending beyond the text
(e.g., suggest alternative and/or creative outcomes)

B11 use metacognitive strategies to contribute relevant ideas and opinions to discussions
reflect on and assess their about effective reading and viewing
reading and viewing, by generate and select criteria for reading and viewing
referring to criteria
identify strengths as readers and viewers using
setting goals for
vocabulary from class-developed criteria and/or other
improvement
criteria
creating a plan for
achieving goals demonstrate understanding of strategies available to
evaluating progress and increase success in reading and viewing
setting new goals evaluate reading and viewing through meaningful
self-assessment (e.g., I was able to understand the
artists use of colour and line.)
set new goals and create a plan for implementation
(e.g., The next novel I read will be something other
than fantasy.)
on...)

FEATURES (READING AND VIEWING)

Outcome.
B12 recognize and explain how identify structures of text (e.g., conclusion, refrain,
structures and features of text lead)
shape readers and viewers explain the function of a text (e.g., to describe, engage,
construction of meaning, persuade)
including
explain how literary elements contribute to
form and genre
understanding (e.g., article is written from a patients
functions of text
point of view)
literary elements
literary devices explain how literary devices contribute to
use of language understanding (e.g., personification gives voice to
non-fiction elements nature)
visual/artistic devices describe how the authors use of language contributes
to understanding (e.g., short, choppy sentences create
a sense of urgency)
explain the function of non-fiction elements (e.g.,
diagrams clarify points made in the text)
explain the function of visual/artistic devices (e.g.,
sidebars summarize key information)
B13 demonstrate increasing word apply knowledge of word origins (e.g., Anglo-Saxon
skills and vocabulary root words) and word relationships (e.g., word
knowledge, by families) to determine meaning
analysing the origins and derive word meanings from context and verify those
roots of words meanings (e.g., substitute synonyms to figure out
determining meanings and unfamiliar or challenging words)
uses of words based on
explain why an author might have chosen a word that
context
has multiple connotative meanings (e.g., he drove his
identifying, selecting, and
heap to the movies)
using appropriate
academic and technical identify new vocabulary introduced in texts, including
language vocabulary related to English Language Arts and other
using vocabulary subject areas
appropriate to audience use newly acquired vocabulary in their speaking and
and purpose writing experiences
choose to use or avoid colloquialisms

PURPOSES (WRITING AND REPRESENTING)

Outcome.
C1 write meaningful personal experiment with various forms of personal writing,

texts that explore ideas and including impromptu, to explore ideas, feelings, and
information to opinions (e.g., experiment with various views and
experiment voices)
express self express ideas, feelings, insights, and personal views
make connections through sustained writing
reflect and respond
make connections between experiences and/or texts
remember and recall
(e.g., integrate new ideas and opinions)
reflect on and respond to a topic/issue/theme to
develop an opinion
remember and recall relevant details from texts and
prior experiences
C2 write purposeful information explore and respond to ideas and information through
texts that express ideas and various forms of informational writing, including
information to impromptu
explore and respond write information text that accomplishes a clearly
record and describe stated purpose (e.g., instructions to be followed;
analyse and explain includes details to support a thesis)
persuade
use relevant details to express and justify a viewpoint
engage
include details that anticipate and answer some of the
readers questions
modify language in relation to the needs and interests
of the audience
present ideas and information in a purposeful and
relevant way (e.g., description, narration)
See Features section for additional criteria relating to features

and conventions.

C3 write effective imaginative express ideas, feelings, insights, and personal views
texts to explore ideas and through sustained writing
information to create various forms or genres of imaginative writing,
make connections and including impromptu, that develop ideas through
develop insights details, images, and emotions
explore literary forms and
develop ideas and emotions indirectly (e.g., dialogue,
techniques
showing characters through their actions)
experiment with language
and style use figurative language to enhance meaning and
engage and entertain emotion
write creative texts that consider audience and
purpose
C4 create thoughtful demonstrate imaginative connections to personal
representations that feelings, experiences, and opinions
communicate ideas and create representations that convey information and/or
information to emotion for a specific purpose and audience
explore and respond
develop key ideas through details, images, and
record and describe
emotions
explain and persuade
engage experiment with visual/artistic devices and forms to
create impact and enhance communication
See Features section for additional criteria relating to features

and conventions.

STRATEGIES (WRITING AND REPRESENTING)

Outcome.
C5 select and use a range of consider prior knowledge and other sources (e.g.,
strategies to generate, develop, writing about what they know and care about,
and organize ideas for writing building on others ideas, research from a variety of
and representing, including sources)
making connections discuss purpose and identify an audience for writing
setting a purpose and or representing
considering audience
generate, collect, and develop ideas in a variety of
gathering and
ways (e.g., brainstorming, free-writing, interviewing)
summarizing ideas from
personal interest, categorize and organize ideas and information using
knowledge, and inquiry outlines and graphic organizers before and during
analysing writing samples writing/representing
or models record sources for citation during research and note
setting class-generated taking
criteria conceptualize the final product and plan the steps to
achieve it
examine models of the genre and form, and identify
and analyse characteristics
generate class criteria for writing and representing
(e.g., variety of sentence types and lengths, elements
specific to genre and/or form)

C6 select and use a range of expand ideas from prewriting to writing/representing

drafting and composing (e.g., refer to notes for additional ideas, ask for and
strategies while writing and incorporate feedback from others)
representing, including consult a variety of texts for ideas and information and
using a variety of sources as models
to collect ideas and
compose and share work in progress (e.g., peer and
information
teacher conferences, PQP)
generating text
organizing ideas and identify and restate main points in order to clarify
information meaning
analysing writing samples use models to assist in understanding form (e.g., short
or models story, essay, ad) and features (e.g., use of dialogue,
creating and consulting provocative introduction, visual elements such as font
criteria and colour)
use print and electronic references and tools while
drafting (e.g., dictionaries, graphics programs,
cut/paste)
refer to self-generated, class, school, and provincial
criteria
C7 select and use a range of persevere through the revision process until a
strategies to revise, edit, and satisfactory product is achieved
publish writing and reconsider or review for specific features or
representing, including established criteria (e.g., supporting details, sentence
checking work against variety, effectiveness of visual elements)
established criteria
select areas for revision and revise to enhance work
enhancing supporting
details and examples review and confirm organization (e.g., sequencing,
refining specific aspects transitions, development of ideas)
and features of text accept and incorporate some revision suggestions
proofreading from peers and teacher (e.g., more descriptive
language, add detail to illustration)
edit and proofread for clarity, spelling, and
punctuation, and overall appearance
attend to presentation details appropriate to medium
(e.g., legibility, visual impact, spatial organization)

THINKING (WRITING AND REPRESENTING)

Outcome.
C8 write and represent to explain suggest and support connections among own ideas,
and support personal beliefs, experiences, feelings, and/or texts (e.g., Student
responses to texts, by writes, This Aboriginal creation legend reminds me
making connections with of...)
prior knowledge and describe and discuss emotions evoked by a text
experiences supported by reasons, explanations, and evidence
describing reactions and (e.g., Student writes, Im passionate about human
emotions rights because...)
generating thoughtful
pose open-ended questions about the text or author
questions
(e.g., Student writes, What other options did this
developing opinions using
character have?)
evidence
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

C9 write and represent to make judgments based on evidence (e.g., write a letter
interpret, analyse, and evaluate to the editor explaining an opinion about a contentious
ideas and information from local issue)
texts, by assess the effectiveness of ideas and information (e.g.,
making and supporting identify and provide evidence of bias in an argument)
judgments
examine and compare ideas and information from a
examining and comparing
variety of texts (e.g., write a paragraph comparing the
motivations of different characters in and between
and among texts
texts)
identifying diverse points
of view recognize and describe own and others viewpoints
identifying bias, (e.g., Student writes, Even though the class thinks...,
contradictions, and non- my opinion is that...)
represented perspectives identify and evaluate assumptions within texts (e.g.,
Student writes, The view of the environmentalist is
valued over the others who were interviewed.)
identify missing perspectives (e.g., Student writes,
How do the other students in Define Normal see
Ellie?)
C10 write and represent to integrate new information into existing knowledge
synthesize and extend and beliefs (e.g., clarify how new information in text
thinking, by has an impact on personal opinions or beliefs)
personalizing ideas and combine perspectives relating to a text (e.g., combine
information own and narrators perspectives)
explaining relationships
juxtapose and merge related ideas (e.g., explore the
among ideas and
differences between characters motives)
information
applying new ideas and use key ideas and relevant details from texts to create
information representations/responses (e.g., create a group
transforming existing ideas presentation, play, or musical work based on central
and information themes)
develop extensions or revisions of texts (e.g., suggest
alternative and/or creative outcomes, integrate a
different perspective)

C11 use metacognitive strategies to contribute relevant ideas and opinions to discussions
reflect on and assess their about effective writing and representing (e.g., Her
writing and representing, by topic sentence is very clear.)
relating their work to generate and select criteria specific to writing tasks
criteria
identify strengths and areas for growth as authors
setting goals for
using vocabulary from class-developed and/or other
improvement
criteria (e.g., My main idea was really good, but I
creating a plan for
didnt keep to my topic.)
achieving goals
evaluating progress and identify and assess strategies used in
setting new goals writing/representing
set personal goals for writing and representing (e.g., I
will make sure the central idea of my poster is placed
for the most impact.)
develop and implement a plan to achieve the goals
on...)

FEATURES (WRITING AND REPRESENTING)

Outcome.
C12 use and experiment with Syntax/Sentence Fluency

elements of style in writing and use a variety of sentence lengths and structures
representing, appropriate to use a variety of sentence types for effect
purpose and audience, to deliberately use sentence fragments and run-on
enhance meaning and artistry, sentences for effect
including combine sentences using subordinate and independent
syntax and sentence clauses
fluency use transitional words/phrases within and between
diction sentences and paragraphs
point of view
Diction
literary devices
visual/artistic devices
experiment with vocabulary
use clear language and content words effectively
demonstrate increasing specificity of language
experiment with word choice and phrasing based on
audience and purpose (e.g., deliberately choppy
phrasing in a poem)
Point of View
incorporate appropriate register based on audience
and purpose
maintain consistent tone
maintain a consistent point of view
reveal individual perspective when representing (e.g.,
choice of images in a collage creates emotion)
Literary Devices
use descriptive/sensory details to develop ideas
create effective images through figurative and
evocative language
incorporate literary devices to enhance meaning
Visual/Artistic Devices
choose a form appropriate to purpose
show attention to detail and some control of form
integrate visual elements and language to develop
meaning (e.g., texture, layout)

C13 use and experiment with Organization of Ideas and Information

elements of form in writing follow rules of a specific form or genre to match the
and representing, appropriate writing task
to purpose and audience, to use internal elements/text structures (e.g., salutation in
enhance meaning and artistry, letter, hook in paragraph) appropriate to purpose
including and audience
organization of ideas and unify writing with a controlling purpose
information begin with an effective introduction/engaging opening
text features and visual/ (e.g., clearly indicates purpose, grabs readers
artistic devices attention)
develop a sequence of ideas with helpful transitions
finish with a logical conclusion/effective ending
Text Features and Visual/Artistic Devices
include text features when appropriate (e.g., diagrams,
graphics)
include visual/artistic devices when appropriate (e.g.,
labels, colour, space) clearly and effectively to enhance
meaning
integrate visual/artistic devices and language to
develop meaning

C14 use conventions in writing and Grammar and Usage

representing, appropriate to use coordinating and subordinating conjunctions to
purpose and audience, to create compound and complex sentence structures
enhance meaning and artistry, with few run-ons or fragments
including maintain subject-verb agreement and pronoun-
grammar and usage antecedent agreement
punctuation, capitalization, properly place modifiers
and Canadian spelling maintain consistent verb tense
copyright and citation of use active voice for clarity and impact
references
Punctuation/Capitalization/Spelling
presentation/layout
use standard punctuation, including commas, semi-
colons, and quotation marks, and capitalization to
communicate clearly
use punctuation and capitalization correctly in special
situations, including direct quotations, scripts,
dialogue, and poetry
employ knowledge of spelling rules and word patterns
to correct spelling errors
use reference materials to confirm spellings and to
solve spelling problems when editing (e.g.,
dictionaries, spell-checkers, personal word list)
Copyright/Citation of References
define and explain copyright and plagiarism in
context
acknowledge sources of information when creating
texts (e.g., print, web-based)
respect and acknowledge copyright
embed quotations within sentences
cite research information, ideas, and quotations in a
consistent and ethical manner
Presentation/Layout
write legibly or word-process in a readable format
use headings, titles, graphics, and illustrations
appropriate to context and purpose
attend to aspects of presentation appropriate to
medium (e.g., visual impact, spatial organization)

HEALTH AND CAREER EDUCATION GRADE 9
HEALTH AND CAREER

EDUCATION GRADE 9
EDUCATION AND CAREERS

Outcome.
describe ways of exploring list and describe a variety of ways of exploring career
career options (e.g., job options, including:
shadowing, mentoring, job shadowing (e.g., Take Your Kids to Work Day)
volunteering) mentoring
informational interviews
volunteering
Internet research
accessing sources of information and support
identify sources of information identify and describe their personal support network
and support to assist them in (e.g., peers, family, clergy, teachers, elders, mentors,
their education and career local businesses and services), and explain the service
planning (e.g., family, mentors, each provides
school and career counselling identify community services that can provide
centres, coaches, web sites, information and support for their education and career
libraries) planning (e.g., school and community career
counselling centres, library, web sites)

explain the importance of create a comprehensive list of employability skills (e.g.,

developing employability skills teamwork, study skills, time management,
(e.g., employability skills are communication skills, technological literacy, ethical
transferable to all areas of a behaviour, lifelong learning)
students life, including school, give a reasoned explanation of why employability
leisure, part-time employment, skills are important (e.g., employability skills are
future careers) transferable to all areas of a students life, including
school, leisure, part-time employment, future careers)
create a list of their own employability skills
give examples of how they can develop specific
employability skills through school courses and
recreational and volunteer activities
describe the grade 10 accurately describe the grade 10 requirements of the
requirements of the Graduation Graduation Program (e.g., required and elective
Program (e.g., required and courses, required exams)
elective courses, required list ways a portfolio can be used as a tool for
exams, graduation portfolio documenting evidence of achievements related to
introduction) education and career interests (e.g., highlights relevant
achievements, helps show connections among various
areas of learning and experience, shows growth and
development over time, keeps information safe and
organized)

HEALTH

Outcome.
Healthy Living demonstrate clear and informed reasoning in assessing

relate the characteristics of a the ways in which being physically and emotionally
healthy lifestyle to their ability healthy can support the attainment of personal,
to maximize personal potential educational, and career goals
identify the potential consequences (e.g., altered
decision-making ability, unplanned pregnancy,
becoming infected with an STI, addiction, criminal
record, personal injury, financial impacts, obesity,
stress-related illnesses) of unhealthy lifestyle choices
on personal goals
analyse how healthy eating describe a variety of healthy eating habits (e.g., eating
habits can support a healthy breakfast every day, choosing healthy snacks,
lifestyle recognizing and responding to hunger cues,
controlling portions, eating a variety of foods from
each food group, balancing input and output, limiting
sugar intake, choosing low-fat foods, planning healthy
food choices for when eating away from home)
describe the ways that healthy eating habits support
physical and emotional health (e.g., fuels the body for
activity, helps a body grow and develop, helps prevent
disease, improves the ability to concentrate, increases
energy and vitality)

describe practices that promote articulate reasoned and informed guidelines that
healthy sexual decision making should be considered by individuals when making
decisions regarding sexual activity (e.g., knowing
personal boundaries, respecting boundaries of self and
others, personal and family values, avoiding risky
situations, having access to accurate information,
understanding implications of various decisions,
accepting personal responsibility for decisions,
recognizing the importance of positive and assertive
communication skills, knowing their right to refuse)
describe strategies that help to prevent or reduce
sexual risk taking (e.g., abstaining from sexual activity,
abstaining from drugs and alcohol in order to avoid
impaired decision making, dating in groups, practising
assertive communication, knowing how to access
accurate information about prevention of pregnancy
and STIs)
assess the short-term and long- demonstrate clear and informed reasoning in assessing
term consequences of unsafe the potential impact of unplanned pregnancy on
sexual behaviour (e.g., individuals and their families (e.g., impact on
unplanned pregnancy, sexually education, financial obligations, relationships, future
transmitted infections opportunities)
including HIV/AIDS, negative demonstrate an understanding of the consequences of
impact on future goals) contracting sexually transmitted infections including
HIV/AIDS (e.g., symptoms, short-term and long-term
health issues, understanding that there is currently no
vaccine or cure for HIV/AIDS)

Healthy Relationships describe the positive characteristics (e.g., trust, respect,

propose strategies for building honesty, open communication, shared interests,
and maintaining healthy concern about the well-being of others) they value in
interpersonal relationships their own peer, family, school, and other relationships
(e.g., effective communication create a comprehensive list of strategies for building
skills, effective expression of and maintaining healthy interpersonal relationships
emotions, setting and (e.g., verbal and non-verbal communication skills,
communicating personal compromise, consensus, effective expression of
boundaries) emotions, setting and communicating personal
boundaries, empathy)
using role plays fictional or based on students
experiences apply appropriate relationship-building
strategies to a variety of interpersonal situations (e.g.,
giving encouragement to a friend, talking with parents
about a desire for increased independence, talking to a
partner about intimacy)

describe skills for avoiding or describe warning signs that a relationship may be
responding to unhealthy, unhealthy or abusive (e.g., jealousy; controlling;
abusive, or exploitative attempts to isolate from family and friends; critical or
relationships (e.g., unsupportive behaviour; pressure to engage in
assertiveness skills, refusal unwanted, unsafe, or illegal behaviour)
skills, communication skills, describe in detail specific problem-solving and
accessing help and support) communication strategies for avoiding or responding
to unhealthy, abusive, or exploitative relationship
situations, such as:
assertiveness
refusal skills
setting, communicating, and sticking to
boundaries-establishing positive connections (e.g.,
having a support network of trusted peers and
adults)
recognizing potential dangers and lures (e.g.,
unsolicited gifts and compliments from a stranger
or acquaintance in the community or on the
Internet, offers of a job such as modelling or
acting, offers of drugs or alcohol)
knowing how to access help (e.g., telling or
seeking advice from a trusted adult)
demonstrate an understanding that sexual assault and
sexual exploitation are criminal offences (e.g., legal
definitions and examples of sexual assault and sexual
exploitation including acquaintance rape, drugging,
exposing, obscene communications, sexual
harassment, coercion into prostitution; legal
consequences of sexual assault or exploitation)
describe effective and with teacher support, describe laws and/or school
appropriate responses to protocol related to bullying, discrimination,
bullying, discrimination, harassment, and intimidation
harassment, and intimidation based on class discussions and activities, identify
(e.g., recognizing appropriate services and support for people dealing
discrimination when it occurs, with bullying, discrimination, harassment, and
encouraging communication intimidation (e.g., school counsellor, police, crisis line,
and empathy, promoting human rights tribunal)
responsibility and
list and discuss effective, appropriate, and socially
accountability, speaking up on
responsible responses to a variety of discrimination,
behalf of others, identifying
harassment, and intimidation scenarios (e.g.,
support services)
recognizing discrimination when it occurs,
encouraging communication and empathy, promoting
responsibility and accountability, speaking up on
behalf of others)

Safety and Injury Prevention identify potential dangers for themselves and others
propose strategies to avoid that exist in obviously risky situations (e.g., extreme
unnecessary risks in a variety sports, road racing) and less obviously risky situations
of situations on the road and in (e.g., job shadowing, babysitting, using household
the community tools and appliances)
identify potential risks in their own community (e.g.,
water-related hazards, industrial sites, railroads,
animals)
propose ways to reduce or mitigate the dangers
associated with a variety of activities (e.g., assessing
potential risks, using protective equipment, abstaining
from drugs and alcohol, following safety rules,
training and education, choosing to avoid higher-risk
activities, using assertive communication in risk
situations)
in simulations, apply socially responsible strategies to
avoid unsafe situations (e.g., using a buddy system,
not riding with impaired drivers, having a plan ahead
of time for a safe way home such as a designated
driver or public transportation, assertive
communication to prevent a road race)
describe strategies to avoid list a range of injuries and accidents that can occur on
unnecessary risks on the job the job (e.g., slipping, falling, tripping, burns, cuts,
muscle strains)
based on class discussions and activities, list and
describe ways of reducing risk and injury on the job
(e.g., knowing and following established safety
guidelines, knowing own abilities and limits, using
safety and personal protective equipment, knowing
own rights such as the right to adequate training and
the right to refuse unsafe work, knowing where to go
to address a problem, knowing how to access first aid
and other emergency assistance)

Substance Misuse Prevention based on class discussions and activities, describe the
assess the potential physical, potential physical, emotional, and social consequences
emotional, and social of substance misuse for self (e.g., altered judgment and
consequences for themselves decision-making ability, risk-taking behaviour
and others if they misuse resulting in physical injury, drug use continuum,
substances effects on brain development, addiction, physical
health effects, social isolation, negative impact on
school work and recreational activities, school
disciplinary consequences, legal consequences)
based on class discussions and activities, describe the
potential physical, emotional, and social consequences
of substance misuse for others (e.g., burden on health
care and legal systems, Fetal Alcohol Spectrum
Disorder when alcohol is consumed during
pregnancy)
describe how understanding the potential
consequences of substance misuse can affect a persons
decision making related to substance use (e.g., allows
for advance planning, supports informed decision
making)

MATHEMATICS GRADE 9
MATHEMATICS GRADE 9
NUMBER

Outcome.
A1 demonstrate an understanding demonstrate the differences between the exponent and

of powers with integral bases the base by building models of a given power, such as
(excluding base 0) and whole 23 and 32
number exponents by explain, using repeated multiplication, the difference
representing repeated between two given powers in which the exponent and
multiplication using base are interchanged (e.g., 103 and 310)
powers
express a given power as a repeated multiplication
using patterns to show that
a power with an exponent express a given repeated multiplication as a power
of zero is equal to one explain the role of parentheses in powers by
solving problems involving evaluating a given set of powers (e.g., (2)4 , (24 )
powers and 24)
[C, CN, PS, R] demonstrate, using patterns, that a0 is equal to 1 for a
given value of a (a 0)
evaluate powers with integral bases (excluding base 0)
and whole number exponents
[C] Communication [ME] Mental Mathematics [PS] Problem Solving [T] Technology
[CN] Connections and Estimation [R] Reasoning [V] Visualization

MATHEMATICS GRADE 9
A2 demonstrate an understanding explain, using examples, the exponent laws of powers

of operations on powers with with integral bases (excluding base 0) and whole
integral bases (excluding number exponents:
base 0) and whole number ( )( ) =
exponents
[C, CN, PS, R, T] ( )
( ) =
( ) =
evaluate a given expression by applying the exponent
laws
determine the sum of two given powers (e.g., 5 2 + 53)
and record the process
determine the difference of two given powers
(e.g., 43 42) and record the process
identify the error(s) in a given simplification of an
expression involving powers
A3 demonstrate an understanding
of rational numbers by order a given set of rational numbers, in fraction and
comparing and ordering decimal form, by placing them on a number line
rational numbers (e.g., , -0.666 , 0.5, - )
solving problems that identify a rational number that is between two given
involve arithmetic rational numbers
operations on rational
solve a given problem involving operations on rational
numbers
numbers in fraction form and decimal form
[C, CN, PS, R, T, V]
A4 explain and apply the order of solve a given problem by applying the order of
operations, including operations without the use of technology
exponents, with and without solve a given problem by applying the order of
technology operations with the use of technology
[PS, T]
identify the error in applying the order of operations
in a given incorrect solution
A5 determine the square root of determine whether or not a given rational number is a
positive rational numbers that square number and explain the reasoning
are perfect squares determine the square root of a given positive rational
[C, CN, PS, R, T] number that is a perfect square
identify the error made in a given calculation of a
square root (e.g., Is 3.2 the square root of 6.4?)
determine a positive rational number given the square
root of that positive rational number

MATHEMATICS GRADE 9
A6 determine an approximate estimate the square root of a given rational number

square root of positive rational that is not a perfect square, using the roots of perfect
numbers that are non-perfect squares as benchmarks
squares determine an approximate square root of a given
[C, CN, PS, R, T] rational number that is not a perfect square using
technology (e.g., calculator, computer)
explain why the square root of a given rational
number as shown on a calculator may be an
approximation
identify a number with a square root that is between
two given numbers
PATTERNS AND RELATIONS (PATTERNS)

Outcome.
B1 generalize a pattern arising write an expression representing a given pictorial, oral,

from a problem-solving context or written pattern
using linear equations and write a linear equation to represent a given context
verify by substitution
describe a context for a given linear equation
[C, CN, PS, R, V]
solve, using a linear equation, a given problem that
involves pictorial, oral, and written linear patterns
write a linear equation representing the pattern in a
given table of values and verify the equation by
substituting values from the table

MATHEMATICS GRADE 9
B2 graph linear relations, analyse describe the pattern found in a given graph
the graph, and interpolate or graph a given linear relation, including horizontal and
extrapolate to solve problems vertical lines
match given equations of linear relations with their
corresponding graphs
extend a given graph (extrapolate) to determine the
value of an unknown element
interpolate the approximate value of one variable on a
given graph given the value of the other variable
extrapolate the approximate value of one variable from
a given graph given the value of the other variable
solve a given problem by graphing a linear relation
and analysing the graph
PATTERNS AND RELATIONS (VARIABLES AND EQUATIONS)

Outcome.
B3 model and solve problems model the solution of a given linear equation using
using linear equations of the concrete or pictorial representations, and record the
form process
determine, by substitution, whether a given rational

number is a solution to a given linear equation

solve a given linear equation symbolically

identify and correct an error in a given incorrect

solution of a linear equation
( )
represent a given problem using a linear equation
( ( ) solve a given problem using a linear equation and
record the process
where a, b, c, d, e, and f are
rational numbers
[C, CN, PS, V]

MATHEMATICS GRADE 9
B4 explain and illustrate strategies translate a given problem into a single variable linear
to solve single variable linear inequality using the symbols , >, , or
inequalities with rational determine if a given rational number is a possible
coefficients within a problem- solution of a given linear inequality
solving context
generalize and apply a rule for adding or subtracting a
[C, CN, PS, R, V]
positive or negative number to determine the solution
of a given inequality
generalize and apply a rule for multiplying or dividing
by a positive or negative number to determine the
solution of a given inequality
solve a given linear inequality algebraically and
explain the process orally or in written form
compare and explain the process for solving a given
linear equation to the process for solving a given linear
inequality
graph the solution of a given linear inequality on a
number line
compare and explain the solution of a given linear
equation to the solution of a given linear inequality
verify the solution of a given linear inequality using
substitution for multiple elements in the solution
solve a given problem involving a single variable
linear inequality and graph the solution
B5 demonstrate an understanding create a concrete model or a pictorial representation
of polynomials (limited to for a given polynomial expression
polynomials of degree less than write the expression for a given model of a polynomial
or equal to 2)
identify the variables, degree, number of terms, and
[C, CN, R, V]
coefficients, including the constant term, of a given
simplified polynomial expression
describe a situation for a given first degree polynomial
expression
match equivalent polynomial expressions given in
simplified form (e.g., is equivalent to
- )

MATHEMATICS GRADE 9
B6 model, record, and explain the model addition of two given polynomial expressions
operations of addition and concretely or pictorially and record the process
subtraction of polynomial symbolically
expressions, concretely, model subtraction of two given polynomial
pictorially, and symbolically expressions concretely or pictorially and record the
(limited to polynomials of process symbolically
degree less than or equal to 2)
apply a personal strategy for addition and subtraction
[C, CN, PS, R, V]
of given polynomial expressions, and record the
process symbolically
identify equivalent polynomial expressions from a
given set of polynomial expressions, including
pictorial and symbolic representations
identify the error(s) in a given simplification of a given
polynomial expression
B7 model, record, and explain the model multiplication of a given polynomial expression
operations of multiplication by a given monomial concretely or pictorially and
and division of polynomial record the process symbolically
expressions (limited to model division of a given polynomial expression by a
polynomials of degree less than given monomial concretely or pictorially and record
or equal to 2) by monomials, the process symbolically
concretely, pictorially, and
apply a personal strategy for multiplication and
symbolically
division of a given polynomial expression by a given
[C, CN, R, V]
monomial
provide examples of equivalent polynomial
expressions
identify the error(s) in a given simplification of a given
polynomial expression

MATHEMATICS GRADE 9
SHAPE AND SPACE (MEASUREMENT)

Outcome.
C1 solve problems and justify the

solution strategy using circle provide an example that illustrates
properties, including the perpendicular from the centre of a circle to a
the perpendicular from the chord bisects the chord
centre of a circle to a chord the measure of the central angle is equal to twice
bisects the chord the measure of the inscribed angle subtended by
the measure of the central the same arc
angle is equal to twice the the inscribed angles subtended by the same arc are
measure of the inscribed congruent
angle subtended by the a tangent to a circle is perpendicular to the radius
same arc at the point of tangency
the inscribed angles solve a given problem involving application of one or
subtended by the same arc more of the circle properties
are congruent determine the measure of a given angle inscribed in a
a tangent to a circle is semicircle using the circle properties
perpendicular to the radius explain the relationship among the centre of a circle, a
at the point of tangency chord, and the perpendicular bisector of the chord

MATHEMATICS GRADE 9
SHAPE AND SPACE (3-D OBJECTS AND 2-D SHAPES)

Outcome.
C2 determine the surface area of determine the area of overlap in a given concrete
composite 3-D objects to solve composite 3-D object, and explain its effect on
problems determining the surface area (limited to right
[C, CN, PS, R, V] cylinders, right rectangular prisms, and right
triangular prisms)
determine the surface area of a given concrete
composite 3-D object (limited to right cylinders, right
rectangular prisms, and right triangular prisms)
solve a given problem involving surface area
C3 demonstrate an understanding determine if the polygons in a given pre-sorted set are
of similarity of polygons similar and explain the reasoning
[C, CN, PS, R, V] draw a polygon similar to a given polygon and explain
why the two are similar
solve a given problem using the properties of similar
polygons

MATHEMATICS GRADE 9
SHAPE AND SPACE (TRANSFORMATIONS)

Outcome.
C4 draw and interpret scale identify an example in print and electronic media
diagrams of 2-D shapes (e.g., newspapers, the Internet) of a scale diagram and
[CN, R, T, V] interpret the scale factor
draw a diagram to scale that represents an
enlargement or reduction of a given 2-D shape
determine the scale factor for a given diagram drawn
to scale
determine if a given diagram is proportional to the
original 2-D shape and, if it is, state the scale factor
solve a given problem that involves a scale diagram by
applying the properties of similar triangles

MATHEMATICS GRADE 9
C5 demonstrate an understanding classify a given set of 2-D shapes or designs according

of line and rotation symmetry to the number of lines of symmetry
[C, CN, PS, V] complete a 2-D shape or design given one half of the
shape or design and a line of symmetry
determine if a given 2-D shape or design has rotation
symmetry about the point at the centre of the shape or
design and, if it does, state the order and angle of
rotation
rotate a given 2-D shape about a vertex and draw the
resulting image
identify a line of symmetry or the order and angle of
rotation symmetry in a given tessellation
identify the type of symmetry that arises from a given
transformation on the Cartesian plane
complete, concretely or pictorially, a given
transformation of a 2-D shape on a Cartesian plane,
record the coordinates, and describe the type of
symmetry that results
identify and describe the types of symmetry created in
a given piece of artwork
determine whether or not two given 2-D shapes on the
Cartesian plane are related by either rotation or line
symmetry
draw, on a Cartesian plane, the translation image of a
given shape using a given translation rule, such as R2,
U3, or , , label each vertex and its corresponding
ordered pair, and describe why the translation does
not result in line or rotation symmetry
create or provide a piece of artwork that demonstrates
line and rotation symmetry, and identify the line(s) of
symmetry and the order and angle of rotation

MATHEMATICS GRADE 9
STATISTICS AND PROBABILITY (DATA ANALYSIS)

Outcome.
D1 describe the effect of analyse a given case study of data collection, and
bias identify potential problems related to bias, use of
use of language language, ethics, cost, time and timing, privacy, or
ethics cultural sensitivity
cost provide examples to illustrate how bias, use of
time and timing language, ethics, cost, time and timing, privacy, or
privacy cultural sensitivity may influence the data
cultural sensitivity on the
collection of data
[C, CN, R, T]
D2 select and defend the choice of identify whether a given situation represents the use of
using either a population or a a sample or a population
sample of a population to provide an example of a situation in which a
answer a question population may be used to answer a question and
[C, CN, PS, R] justify the choice
provide an example of a question where a limitation
precludes the use of a population and describe the
limitation (e.g., too costly, not enough time, limited
resources)
identify and critique a given example in which a
generalization from a sample of a population may or
may not be valid for the population

MATHEMATICS GRADE 9
D3 develop and implement a create a rubric to assess a project that includes the
project plan for the collection, assessment of
display, and analysis of data by a question for investigation
formulating a question for the choice of a data collection method that
investigation includes social considerations
choosing a data collection the selection of a population or a sample and
method that includes social justifying the choice
considerations the display of the collected data
selecting a population or a the conclusions to answer the question
sample develop a project plan that describes
collecting the data a question for investigation
displaying the collected the method of data collection that includes social
data in an appropriate considerations
manner the method for selecting a population or a sample
drawing conclusions to the method to be used for collection of the data
answer the question the methods for analysis and display of the data
[C, PS, R, T, V]
complete the project according to the plan, draw
conclusions, and communicate findings to an audience
self-assess the completed project by applying the
rubric
D4 demonstrate an understanding provide an example from print and electronic media
of the role of probability in (e.g., newspapers and the Internet), where probability
society is used
[C, CN, R, T] identify the assumptions associated with a given
probability and explain the limitations of each
assumption
explain how a single probability can be used to
support opposing positions
explain, using examples, how decisions based on
probability may be a combination of theoretical
probability, experimental probability, and subjective
judgment

PHYSICAL EDUCATION GRADE 9

ACTIVE LIVING

Outcome.
Knowledge describe the benefits of active living, and the potential

A1 formulate a rationale for active consequences of an inactive lifestyle
living analyse the relationship between personal nutrition
choices and participation in physical activity (e.g.,
sufficient hydration, appropriate foods to provide
adequate energy, eating at appropriate times in
relation to physical activity)
create a personal statement about the importance of
active living
A2 explain how physical activity describe the health-related components of fitness
relates to muscular strength, muscular endurance,
health-related components cardiovascular endurance, and
of fitness (muscular flexibility
strength, muscular
describe skill-related components of fitness (e.g.,
endurance, cardiovascular
agility, speed, reaction time, co-ordination, balance)
endurance, and flexibility)
skill-related components of describe movement concepts (body awareness, spatial
fitness (e.g., agility, speed, awareness, qualities of movement, relationships)
reaction time, co- explain the importance of various movement concepts
ordination, balance) and components of fitness to the ability to perform a
movement concepts (body variety of physical activities (e.g., reaction time and
awareness, spatial agility in martial arts, co-ordination and speed in tag
awareness, qualities of games, muscular endurance for cross-country skiing,
movement, relationships) balance and co-ordination in aerobics)

A3 analyse how principles of describe principles of training (e.g., duration,

training relate to components repetition, intensity, frequency, type of activity) and
of fitness how each can be applied to contribute to the
development of
health-related components of fitness
skill-related components of fitness
define the terms aerobic activity and anaerobic activity
describe the difference between aerobic and anaerobic
activities, and give examples of each (e.g., aerobic:
jogging, dancing, cross-country skiing, cycling;
anaerobic: weight training, jumping rope, intervals,
isometrics)
identify the effects of specific types of physical activity
on body systems during and after physical activity
A4 monitor their rate of exertion describe at least two ways to assess their rate of
during physical activity exertion during physical activity (e.g., target heart rate
zone posters, electronic heart rate monitors, pulse rate,
rate of perceived exertion scale)
compare their own levels of exertion before, during,
and after physical activity
A5 pursue personal physical articulate measurable and time-specific goals related to
activity goals related to each health-related component of fitness (muscular
health-related components strength, muscular endurance, cardiovascular
of fitness (muscular endurance, and flexibility)
strength, muscular articulate measurable and time-specific goals related to
endurance, cardiovascular at least two skill-related components of fitness (e.g.,
endurance, and flexibility) agility, speed, reaction time, co-ordination, balance)
skill-related components of
identify and follow steps to achieve their goals (e.g.,
fitness (e.g., agility, speed,
selecting specific activities to develop components of
reaction time, co-
fitness, considering time and intensity)
ordination, balance)
measure, monitor, and reflect on their progress (e.g.,
log, video, demonstration, rating scales)

Participation participate in moderate to vigorous physical activity

A6 participate daily in moderate to for an extended period of time (e.g., resulting in a rate
vigorous physical activity to of perceived exertion of 4-7 on a 10-point scale,
enhance fitness reaching an appropriate heart rate training zone)
A7 demonstrate a willingness to participate appropriately in a wide range of activities

participate in a wide range of by demonstrating
physical activities, including punctuality
individual and dual preparedness (e.g., wearing appropriate clothing
activities and footwear)
games time on task (engagement, attentiveness, following
rhythmic movement instructions)
activities (including dance enthusiasm and enjoyment
and gymnastic activities) co-operation
conduct ongoing self-assessment of their own
participation in a range of activities
MOVEMENT

Outcome.

B1 apply fundamental movement demonstrate a variety of specific non-locomotor,

skills in a range of individual locomotor, and manipulative movement skills in
and dual activities individual and dual activities (e.g., kick-glide in cross-
country skiing)
demonstrate an ability to identify and apply
combinations of movement skills involved in
individual and dual activities (e.g., lob shot in golf,
wrestling holds and counters, baton pass, absorbing
the impact of a landing)
demonstrate strategies applicable to a variety of
individual and dual activities (e.g., read and react,
assess the environment)
demonstrate fluency in performing new and familiar
combinations of non-locomotor, locomotor, and/or
manipulative skills in individual and dual activities
(e.g., tai chi, hurdles)
apply proper practice techniques to improve
performance and avoid injury
skills in games activities in locomotor, and manipulative movement skills in
predictable and unpredictable games activities (e.g., hit a pitched softball, execute a
settings spike approach in volleyball)
combinations of movement skills involved in games
activities (e.g., catch then shoot in lacrosse, corner kick
in soccer, applying the principle of opposition to throw
a ball)
demonstrate offensive and defensive strategies
applicable to a variety of predictable and
unpredictable games settings (e.g., read and react,
assess the environment, maintain spacing, give and go,
attack open space)
manipulative skills in games activities (e.g., jump
smash in badminton, return a serve in pickleball)


skills in structured complex locomotor, and manipulative movement skills in
rhythmic movement activities rhythmic movement activities (e.g., rock step, toe-loop)
combinations of movement skills involved in rhythmic
movement activities (e.g., grapevine to the left with a
right kick, forward roll to half-turn)
select and use modelled patterns of non-locomotor and
locomotor skills to create rhythmic movement
sequences (e.g., swing, square dance, multi-skill floor
routine)
alone and with others
with or without music
manipulative skills in rhythmic movement activities
(e.g., line dance pattern, complex floor routine)
B4 apply selected principles of apply appropriate principles of training (e.g., duration,
training to improve fitness repetition, intensity, frequency, type of activity) to
maintain or improve
health-related components of their personal
fitness muscular strength, muscular endurance,
cardiovascular endurance, flexibility
skill-related components of their personal fitness
(agility, speed, reaction time, co-ordination,
balance)
demonstrate ways to monitor their exertion during
training
follow teacher direction and all safety rules to avoid
injury
use information from various sources (e.g., teacher,
coach, previous performance measurements) to
maintain or improve fitness

B5 apply a range of movement describe how movement concepts relate to a variety of

concepts (including concepts physical activities they participate in, including
associated with body individual and dual activities (e.g., appropriate
awareness, spatial awareness, stance to maintain position on a balance board)
qualities of movement, and games activities (e.g., back-door cut in basketball,
relationships) to improve their moving backward to catch a fly ball)
performance of activity-based rhythmic movement activities (e.g., flow, direction,
movement skills spatial relationships, relationships with others,
levels, pathways)
apply appropriate movement concepts to improve the
performance of selected activity-specific movement
skills
SAFETY, FAIR PLAY AND LEADERSHIP

Outcome.
C1 apply safety procedures in all consistently follow personal safety practices during
physical activities across the physical activity (e.g., respecting own and others
activity categories abilities and limits, wearing appropriate clothing and
footwear, following instructions, knowing and
following school and facility-specific emergency plans
and procedures)
consistently identify and follow particular rules and
guidelines for participating safely in specific activities
(e.g., wearing goggles for racquetball or squash, no
high-sticking, keeping hands away from lacrosse stick
basket, wearing sunscreen for outside activities)
describe the difference between static and dynamic
stretching, and how each apply to warmup and
cooldown procedures
participate in
dynamic warmup activities
cooldown activities

C2 demonstrate proper use of describe guidelines for proper use of equipment,

equipment and facilities including those relating to
using equipment and facility only for its intended
purpose
care
storage
reporting damage
apply activity-specific guidelines for proper use of
equipment and facilities (e.g., setting weights down
gently and placing them in the appropriate rack,
walking not running on pool deck)
C3 demonstrate fair play in all consistently respect and follow all rules
physical activities across the demonstrate a commitment to competing fairly (e.g.,
activity categories using talent and ability to win, following both the
spirit and letter of the rules, demonstrating self-
officiating)
demonstrate respect for officials (e.g., accept their
decisions without questioning their integrity or ability)
recognize and acknowledge good performances of
opponents
demonstrate respect for their own and others
individual abilities
demonstrate emotional self-control (e.g., in defeat,
recognizing with dignity the success of the opponent;
acting graciously in victory)
demonstrate knowledge of guidelines and etiquette for
participation in specific activities (e.g., waiting for
bowlers in neighbouring lanes, wiping off equipment
after workout)
C4 exhibit leadership in a range of demonstrate leadership in a range of physical
physical activities activities, such as by
volunteering in class
encouraging others
leading by example
demonstrating or modelling technique
demonstrating or modelling proper use of
equipment
initiating equipment set-up or take-down

SCIENCE GRADE 9
SCIENCE GRADE 9
PROCESSES OF SCIENCE

Outcome.
A1 demonstrate safe procedures identify a variety of dangers in procedures (e.g., cuts

from sharp objects; burns from heating devices;
overloading a circuit; shocks from misuse of electrical
equipment)
identify appropriate equipment for an lab activity (e.g.,
Bunsen burner vs. hotplate)
identify and use appropriate personal protective
equipment (e.g., hand and eye protection) and
procedures (e.g., hair tied back, clear work area, no
loose clothing, no horseplay)
use proper techniques for handling and disposing of
lab materials (e.g., using tongs, waste receptacles to
handle and dispose of chemicals)
with teacher support, describe appropriate emergency
response procedures (e.g., how to use a fire
extinguisher/blanket, eye wash station, first aid for
cuts, knowing who to contact and how)

SCIENCE GRADE 9
A2 perform experiments using the describe the elements of a valid experiment:

scientific method formulate an hypothesis
make a prediction
identify controlled versus experimental variables
observe, measure, and record, using appropriate
units
interpret data
draw conclusions
use information and conclusions as a basis for further
comparisons, investigations, or analyses
communicate results using a variety of methods
A3 represent and interpret identify and use the most appropriate type of graphic,
information in graphic form model, or formula to convey information, including
Bohr model
solar system model
star map or celestial sphere
simple chemical formulae
diagrams of a cell in stages of mitosis
distinguish between dependent and independent
variables in a graph
use appropriate scale and axis to create a graph
extrapolate and interpolate points on a graph
extract information from bar graphs, line graphs, and
tables, and diagrams (e.g., periodic table)
A4 demonstrate scientific literacy identify the main points in a science-related article or
illustration
describe the qualities of the scientifically literate
person, such as
awareness of assumptions (their own and
authors)
respect for precision
ability to separate fundamental concepts from the
irrelevant or unimportant
recognizing that scientific knowledge is
continually developing and often builds upon
previous theories
recognizing cause and effect
use given criteria for evaluating evidence and sources
of information (e.g., identify supporting or refuting
information and bias)
explain how science and technology affect individuals,
society, and the environment

SCIENCE GRADE 9
A5 demonstrate ethical, describe and demonstrate

responsible, cooperative ethical behaviour (e.g., honesty, fairness,
behaviour reliability)
open-mindedness (e.g., ongoing examination and
reassessment of own beliefs)
willingness to question and promote discussion
skills of collaboration and co-operation
respect for the contributions of others
A6 describe the relationship give examples of scientific principles that have
between scientific principles resulted in the development of technologies (e.g., cell
and technology divisionreproductive technologies; electrical
energyappliances; properties of matter
semiconductors)
identify a variety of technologies and explain how they
have advanced our understanding of science (e.g.,
microscopes for observing cell structure; instruments
for observing astronomical phenomena)
A7 demonstrate competence in the select and carefully use appropriate technologies,
use of technologies specific to including
investigative procedures and microscope
research balances and other measurement tools (e.g.,
thermometers, voltmeter, ammeter, Van de Graaff
generator)
electrical circuitry devices (e.g., batteries, power
supplies, switches, lamps, resistors)
proficiently use the Internet as a research tool

SCIENCE GRADE 9
LIFE SCIENCE: REPRODUCTION

Outcome.
B1 explain the process of cell identify the contents of the nucleus: chromosomes,
division DNA, genes, and nucleolus
explain the significance of cell division, with reference
to the basic relationship between genes and proteins
(i.e., genes code for proteins)
describe factors that may lead to changes in a cells
genetic information
describe, in sequence, the stages and features of the
cell cycle, including mitosis and cytokinesis
describe cancer as abnormal cell division
distinguish meiosis from mitosis in terms of outcomes
(i.e., number of chromosomes and number of daughter
cells)
B2 relate the processes of cell distinguish between male and female gametes
division and emerging describe the process by which a single zygote forms
reproductive technologies to (fertilization) and develops
embryonic development
describe and assess the impact of one or more
emerging reproductive technologies (e.g., in vitro,
cloning)
explain the role of stem cells in embryonic
development
B3 compare sexual and asexual distinguish between sexual reproduction (e.g., human)
reproduction in terms of and asexual reproduction (e.g., binary fission,
advantages and disadvantages budding, vegetative, fragmentation) in representative
organisms
relate sexual and asexual reproduction to adaptability
of organisms

SCIENCE GRADE 9
PHYSICAL SCIENCE: ATOMS, ELEMENTS, AND COMPOUNDS

Outcome.
C1 use modern atomic theory to describe the development of atomic theory, including
describe the structure and reference to Dalton, Rutherford, and Bohr
components of atoms and distinguish between atoms and molecules
molecules
identify the three subatomic particles, their properties,
and their location within the atom
C2 use the periodic table to explain the organization of the periodic table of
compare the characteristics and elements (e.g., atomic number, atomic mass,
atomic structure of elements properties, families)
distinguish between metals, non-metals, and
metalloids
use the periodic table to predict the properties of a
family of elements (e.g., alkali, alkaline earth,
halogens, and noble gases)
draw a Bohr model of each atom up to atomic number
20 (including only protons and electrons)
C3 write and interpret chemical differentiate between elements and compounds
symbols of elements and write chemical symbols for atoms and ions of elements
formulae of ionic compounds
differentiate between atoms and ions in terms of
structure, using Bohr models
write chemical formulae for ionic compounds,
including those involving metals with non-metals,
multivalent metals, and polyatomic ions
name ionic compounds, given the chemical formula
C4 describe changes in the identify physical properties of matter, including mass,
properties of matter volume, density, state at room temperature, colour,
melting/boiling point, and conductivity
differentiate between physical and chemical changes,
citing observable evidence
name the changes of state of matter, and describe how
the kinetic molecular theory explains those changes

SCIENCE GRADE 9
PHYSICAL SCIENCE: CHARACTERISTICS OF ELECTRICITY

Outcome.
C5 explain the production, explain, with illustrations, how static charges are
transfer, and interaction of separated because of transfer between various
static electrical charges in materials
various materials describe types of static electrical charge (positive,
negative) and no charge (neutral) with reference to
atomic theory
describe how the electric force between two objects
depends on types of charge, size of charge, and the
distance between the two objects
C6 explain how electric current distinguish between
results from separation of potential and kinetic energy
charge and the movement of static electricity and electric current
electrons conventional current and electron flow
relate the charge on electrons to electron flow in a
circuit (i.e., from negative to positive)
define current in terms of the amount of electric charge
that passes a point in a given time interval
C7 compare series and parallel define resistance
circuits involving varying draw circuit diagrams using appropriate symbols that
resistances, voltages, and are properly placed
currents
conduct experiments to
measure voltage and current, using appropriate
equipment and units (e.g., volts, amperes)
determine resistance, using current and voltage
data
perform calculations using Ohms Law
for a fixed supply voltage, differentiate qualitatively
between series and parallel circuits in terms of
current (may change from resistor to resistor in
parallel; remains the same in series)
voltage (may change from resistor to resistor in
series; remains the same in parallel)
total resistance (increases with the number of
resistors in series; decreases in parallel)

SCIENCE GRADE 9
C8 relate electrical energy to define electrical energy and power

power consumption calculate the following:
powerusing voltage and current data
energy consumptiongiven the power rating of a
device and duration of use
EARTH AND SPACE SCIENCE: SPACE EXPLORATION

Outcome.
D1 explain how a variety of identify and describe a range of instruments that are
technologies have advanced used in astronomy (e.g., telescopes, spectroscopes,
understanding of the universe satellites, probes, robotic devices)
and solar system give examples of how astronomers use astronomical
and space exploration technologies to advance
understanding of the universe and solar system (e.g.,
using red shift to support the idea of an expanding
universe, using parallax to measure distance)
D2 describe the major components identify galaxies, star clusters/types, planets,
and characteristics of the constellations, nebulae according to their
universe and solar system distinguishing characteristics
relate mass to different stages in the life cycle of stars
describe theories on the nature of the solar system
(e.g., Ptolemy, Copernicus, Kepler)
describe the formation of the solar system (e.g.,
condensing nebula) and its components (e.g., planets,
moons, comets, asteroids, the Sun) and the formation
of the universe (e.g., Big Bang)
describe the processes that generate and events that
distribute the energy of the Sun and other stars (e.g.,
nuclear fusion, solar flares and prominences, sun
spots, solar wind)

SCIENCE GRADE 9
D3 describe traditional identify passages related to the relationship between

perspectives of a range of the Earth and various celestial bodies within specific
Aboriginal peoples in BC on traditional stories of BC Aboriginal peoples
the relationship between the respond to BC Aboriginal stories and presentations
Earth and celestial bodies 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)
D4 explain astronomical describe the formation of the Earths moon, with
phenomena with reference to reference to supporting evidence
the Earth/moon system describe the significance of Earths rotation, revolution,
and axis tilt (e.g., seasons, day/night)
describe the celestial sphere in relation to
constellations and their locations
explain the apparent motion of constellations, planets,
the Sun, the moon, asteroids, and comets
explain and illustrate solar and lunar eclipses
D5 analyse the implications of identify various possibilities and limitations associated
space travel with space travel (e.g., with reference to factors such as
time, essential human needs, robots, budget choices,
militarization of space)
debate a range of ethical issues related to space travel
(e.g., appropriateness of terraforming another planet,
exposing humans to risks)
research current ideas or initiatives for further space
exploration (e.g., space elevator, colonization of other
planets, search for extraterrestrial life)

SOCIAL STUDIES GRADE 9

APPLICATIONS OF SOCIAL STUDIES
Students who have fully met the Prescribed Learning Outcome

It is expected that students will: are able to:
identify and clarify a problem,

an issue, or an inquiry
select and summarize
information from primary and
secondary print and non-print
sources, including electronic
sources
assess the reliability, currency,
and objectivity of different
interpretations of primary and
secondary sources Suggested Achievement Indicators have not been
defend a position on a developed.
controversial issue after
considering a variety of
perspectives
plan, revise, and deliver formal
oral and written presentations
co-operatively plan, implement,
and assess a course of action
that addresses the problem,
issue, or inquiry initially
identified

SOCIETY AND CULTURE: EUROPE AND NORTH AMERICA FROM 1500 TO 1815

analyse the relationship

between Aboriginal people and
Europeans and explain the role
of each in the development of
Canada
describe daily life in Aboriginal
communities, New France, and
British North America
assess how identity is shaped by
a variety of factors, including:
family Suggested Achievement Indicators have not been
gender developed.
belief systems
ethnicity
nationality
describe how different forms of
artistic expression reflect the
society in which they are
produced
analyse roots of present-day
regional, cultural, and social
issues within Canada

POLITICS AND LAW: EUROPE AND NORTH AMERICA FROM 1500 TO 1815

define colonialism, imperialism,

and nationalism
analyse factors that contribute to
revolution and conflict
analyse the contributions of the
English, French, and American
revolutions in the development
of democratic concepts Suggested Achievement Indicators have not been
investigate the roots of Canadas developed.
political and legal systems,
including the development of
two legal systems from two
cultures
evaluate the changing nature of
law and its relation to social
conditions of the times

ECONOMY AND TECHNOLOGY: EUROPE AND NORTH AMERICA FROM 1500 TO 1815

assess how economic systems

contributed to the development
of early Canada
analyse reasons for the initial
exploration and settlement of
North America
analyse effects of colonialism on
trade and conflict
assess the impact of the fur Suggested Achievement Indicators have not been
trade on exploration and developed.
settlement
identify factors that influenced
growth and development of
industry
evaluate the effects of the
Industrial Revolution on society
and the changing nature of
work

ENVIRONMENT: EUROPE AND NORTH AMERICA FROM 1500 TO 1815

construct, interpret, and use

graphs, tables, grids, scales,
legends, contours, and various
types of maps
describe and compare North
Americas diverse geographical
regions
identify major exploration
routes and historical events in
the development of Canada
demonstrate understanding of Suggested Achievement Indicators have not been
the ways in which Aboriginal developed.
people interact with their
environment
explain the role of Aboriginal
people in the fur trade and in
the exploration of North
America
assess the role of geographical
factors in the development of
trade and settlement in Canada
and other colonies

DAILY PHYSICAL ACTIVITY GRADE 9
DAILY PHYSICAL ACTIVITY GRADE 9


Outcome.
participate in physical activities participate in daily physical activities

for a minimum of 30 minutes participate in physical activity in blocks of at least 10
during each school day minutes at a time, totaling a minimum of 30 minutes
per day (students in half-day Kindergarten programs
will be expected to participate in physical activities for
a minimum of 15 minutes during each school day)
participate in a range of participate in physical activities that help develop their
endurance activities cardiovascular endurance
participate daily in endurance activities (e.g., brisk
walking, swimming, cycling, jogging, soccer, aerobics,
dancing, cross-country skiing, relay games, tag games)
participate in a range of strength participate in activities that help develop their strength
activities participate daily in activities that help to develop the
strength of different muscle groups (e.g., rope
climbing, push-ups, racquet and ball games, core
strength training, skating)
participate in a range of participate in activities that help develop their
flexibility activities flexibility
participate daily in activities that help to develop the
flexibility of different parts of the body (e.g., stretches,
pilates, dancing)

APPLIED SKILLS BUSINESS EDUCATION GRADE 9
APPLIED SKILLS:
BUSINESS EDUCATION GRADE 9
BUSINESS COMMUNICATION

demonstrate Level II touch

keyboarding on alphanumeric
keyboards
apply appropriate formatting
techniques to create word-
processed business documents Suggested Achievement Indicators have not been
describe communication skills developed.
and technologies used in
business and the workplace
create effective business
communications by integrating
a variety of technologies

BUSINESS EDUCATION GRADE 9 APPLIED SKILLS
FINANCE

use basic record-keeping

practices for financial
management
produce budgets to address
business problems
Suggested Achievement Indicators have not been
describe a variety of personal
developed.
investment options
explain the nature of credit and
the advantages and
disadvantages of obtaining
credit
ECONOMICS

analyse the effects of

competition in the marketplace
explain how factors of
production including land,
labour, capital, and
entrepreneurship affect business
decision making
developed.
describe the effects of an
information-based economy on
business practices
outline methods of resource
allocation in various economic
systems

APPLIED SKILLS BUSINESS EDUCATION GRADE 9
MARKETING

describe the changing nature of

marketing
describe the elements of
marketing research
evaluate the social implications
developed.
of advertising
select and develop a
promotional mix for a product
or service
ENTREPRENEURSHIP

outline and develop plans to

overcome obstacles involved in
starting a business
explain the role of research and
developed.
innovation in entrepreneurship
contrast various forms of
business ownership

APPLIED SKILLS HOME ECONOMICS GRADE 9
APPLIED SKILLS:
HOME ECONOMICS GRADE 9
FOOD PREPARATION FOUNDATIONS

Outcome.
Safety and Sanitation describe potential sources of food contamination and

A1 identify sources of food-borne food poisoning (e.g., undercooked meat and poultry,
illnesses (e.g., salmonella, raw eggs, bulging cans, food handler with illness,
botulism, E. coli 0157: H7, improper storage of food, improper temperature
staphylococcus) and control, poor hygiene, unsanitary food preparation
demonstrate appropriate area, unpotable water)
preventative measures, without reminders, apply the 30-second rule for
including washing hands, tie back hair, put on apron, sanitize
washing hands work surfaces
sanitizing work surfaces use appropriate methods to prevent cross-
cross-contamination contamination (e.g., clean cutting surfaces and
prevention equipment after handling foods such as meat, wash
proper dishwashing hands at every possibility of contamination, use plastic
temperature control gloves when hands have cuts, burns, or skin
clean-up procedures conditions)
consistently wash dishes using appropriate techniques
(e.g., wash in correct order; use 45C water for
washing and rinsing, dish soap, drain racks, clean
towels for drying)
demonstrate an understanding of the importance of
keeping food out of the Danger Zone (e.g., hot foods
hot, cold foods cold, cool foods quickly, thawing
techniques)
without reminders, use appropriate clean-up
procedures (e.g., spills, broken glass, sweeping,
laundry)

HOME ECONOMICS GRADE 9 APPLIED SKILLS
A2 demonstrate a knowledge of handle hot foods appropriately (e.g., proper lid-lifting

precautionary measures and and saucepan-lifting techniques, spatter and scalding
emergency response associated protection, cooling racks/mats)
with food preparation, recognize emergency situations and describe correct
including response procedures (e.g., alert appropriate authority,
handling hot foods safely apply basic first aid, use appropriate fire suppression
(e.g., to prevent steam methods)
scalds, burns from hot oil)
responding appropriately
to emergencies (e.g., fires,
burns, cuts)
A3 demonstrate safe use of use equipment safely (e.g., appropriate use of kitchen
equipment needed to prepare appliances, stoves, microwaves, knives, cutting boards,
food items oven mitts)
Kitchen Basics correctly use appropriate equipment (e.g., saucepans,
A4 demonstrate the ability to double boilers, whisks, rolling pins, baking pans,
follow a recipe, including spatulas, wooden spoons, beaters, bowls, knives,
selecting appropriate cutting boards)
equipment without teacher support, use correct measuring
using appropriate equipment and techniques (e.g., heap and level for dry
measuring techniques measures, at eye-level on a flat surface for liquid
time management measure, packing, water displacement, metric and
understanding of Imperial conversions)
terminology complete tasks within a specified time period
demonstrate understanding of cooking terminology
and abbreviations (e.g., roux, folding, cutting in, dice,
cube, blend, separate, L, temp., C, b. soda, b.p., pt.)
A5 care for and store equipment consistently clean and return equipment to its proper
appropriately place
A6 demonstrate organization and with teacher support, organize and share tasks among
co-operation in partner and group members, assisting others in group when
group work necessary (e.g., cooking, clean-up, projects, field trips)
Function of Ingredients describe the functions of various ingredients in recipes
A7 explain the functions of (e.g., leaveners, thickeners, sweeteners, tenderizers,
common ingredients used in flavourings)
food preparation

FOOD PREPARATION TECHNIQUES

Outcome.
Food Products use appropriate cooking techniques to produce a

B1 apply cooking principles to successful product or simple meal (e.g., quick and
prepare healthy dishes and yeast bread, salad, soup, casserole, pasta, healthy
simple meals dessert)
Methods of Cooking use procedures and techniques for a variety of cooking

B2 use a variety of cooking methods (e.g., baking, boiling, broiling, frying,
methods to prepare food microwaving, raw, sauting, steaming, stir-frying, and
food preservation methods such as freezing, drying,
canning)
NUTRITION AND HEALTHY EATING

Outcome.
C1 identify and explain the summarize the functions of nutrients and give
functions of nutrients examples of the foods and food groups in which they
(including proteins, are found (e.g., proteins maintain and repair muscle
carbohydrates, fats, vitamins and tissue and are found in meat, nuts, legumes, eggs,
and minerals, fibre, and water) and milk products)
and how they relate to Eating
Well with Canadas Food Guide

HOME ECONOMICS GRADE 9 APPLIED SKILLS
C2 use Eating Well with Canadas describe the various food groups, the types of food
Food Guide to plan meals and within each food group, specified serving sizes, and
snacks for a nutritionally recommended daily servings from each food group
balanced diet create menus and grocery lists for breakfast, lunch,
dinner, and snacks that meet the guidelines for
adolescents in Eating Well with Canadas Food Guide or
Eating Well with Canadas Food Guide - First Nations,
Inuit, and Mtis
C3 examine the relationship identify personal eating practices (e.g., using a food
between personal eating recall/journal), compare practices to the guidelines in
practices and physical activity Eating Well with Canadas Food Guide or Eating Well with
Canadas Food Guide - First Nations, Inuit, and Mtis, and
suggest changes where necessary
demonstrate an understanding of the relationship
between personal eating practices and physical activity
C4 identify and compare the use ingredient lists of different brands of commercial
ingredients and nutritional food products to evaluate nutritional value (e.g.,
value of various commercial descending order of each ingredient, types of
food products additives)
SOCIAL, ECONOMIC, AND CULTURAL INFLUENCES

Outcome.
D1 describe factors that influence discuss the potential impact of factors that influence
food choices food choices (e.g., pricing, quality, convenience, taste,
organically grown, locally produced, availability,
cultural/personal dietary needs, advertising)
D2 compare a variety of eating identify appropriate table settings and behaviours in a
customs and etiquette variety of situations (e.g., classroom, informal/formal,
cultural diversity)

CAREER OPPORTUNITIES

Outcome.
E1 identify food-related brainstorm and discuss a variety of careers and jobs in

occupations and careers the food industry (e.g., short-order cook, chef, server,
cashier, food stylist, baker, cake decorator, caterer,
butcher, farmer, public health inspector, home
economist, Home Economics teacher)

APPLIED SKILLS INFORMATION TECHNOLOGY GRADE 9
APPLIED SKILLS:
INFORMATION TECHNOLOGY GRADE 9
FOUNDATIONS

enter information accurately

using appropriate keyboarding
techniques and software that
allows for the storage, retrieval,
and editing of material
demonstrate the ability to install
software on stand-alone
computers
evaluate different software and
defend their use in solving
problems
demonstrate the ability to use
the Internet to access, capture,
developed.
and store information
demonstrate an understanding
of the ethical use of information
of programming, using a variety
of information technology tools
demonstrate an awareness of
ergonomic and health issues
related to the use of information
technology tools
identify careers related to the
field of information technology

INFORMATION TECHNOLOGY GRADE 9 APPLIED SKILLS
PROCESS

demonstrate the use of a variety

of software and appropriate
information technology tools to
solve problems
demonstrate the ability to use a
variety of software to access,
capture, and store information Suggested Achievement Indicators have not been
from the Internet developed.
evaluate the suitability of
information for use in specific
contexts
analyse electronically organized
information for authenticity,
bias, timeliness, and usefulness
PRESENTATION

select, use, and evaluate a

variety of information
technology tools for making
presentations
apply the principles of effective
communication and good
design when using information
technology tools Suggested Achievement Indicators have not been
consider ethical and legal issues developed.
when presenting information
analyse the impact of
multimedia documents on the
intended audiences
develop an awareness that all
media can be digitized for
electronic presentation

APPLIED SKILLS TECHNOLOGY EDUCATION GRADE 9
APPLIED SKILLS
TECHNOLOGY EDUCATION GRADE 9
SELF AND SOCIETY

contribute to group success by

encouraging others to fulfil their
responsibilities
identify role models in
technological occupations,
including those that are
sensitive to culture, gender, and
physical ability
explain relationships between
technological advancements and
changes in the workplace,
including the changing roles of
workers
evaluate design ideas based on
assessments by others Suggested Achievement Indicators have not been
demonstrate a willingness to developed.
look for and develop improved
solutions to problems that arise
during the design process
express personal thoughts and
feelings about how societal
pressures may influence
technological advancements
and, conversely, how
technological changes influence
society and the environment
demonstrate confidence and
positive attitudes when solving
problems that arise during the
design process

TECHNOLOGY EDUCATION GRADE 9 APPLIED SKILLS
COMMUNICATIONS

Outcome.
communicate ideas for

designing products and systems
using various drawing
projection methods,
spreadsheets, graphics, or other
media
use information-gathering and
communication methods to
solve problems during the
design process and to create
effective presentations
revise presentations based on
personal review and feedback Suggested Achievement Indicators have not been
from others developed.
describe the advantages and
disadvantages of various
information-gathering and
communication processes
develop two- and three-
dimensional graphics using
manual and computer-assisted
processes
identify how information and
concepts from other fields of
knowledge are used in the
design process

APPLIED SKILLS TECHNOLOGY EDUCATION GRADE 9
PRODUCTION

use a design process to modify

products to improve their
appearance, usefulness, and
function
classify and describe the
characteristics of industrial
materials
investigate and select materials
to meet design specifications
devise and use assembly-
sequence diagrams and flow
charts to explain a process or
system
devise a manufacturing process
developed.
identify new trends in
manufacturing processes
describe ways to reduce waste
select and use a variety of
finishes on products to improve
their appearance and durability
select and safely use hand and
power tools in the manufacture
of products
demonstrate safe work habits
when using tools, equipment,
and technical processes, and
encourage the same in others

TECHNOLOGY EDUCATION GRADE 9 APPLIED SKILLS
CONTROL

of the operating principles used
in various control devices
design and construct a system
that uses a control device
use troubleshooting strategies to Suggested Achievement Indicators have not been
locate the source of developed.
malfunctions in a system
modify electric, electronic,
pneumatic, and mechanical
control devices for particular
applications
ENERGY AND POWER

explain how systems convert

potential energy to kinetic
energy, and assess their
environmental and social
implications
construct devices that convert
and transmit various forms of
energy
disassemble devices and explain Suggested Achievement Indicators have not been
the transfer and conversion of developed.
energy within mechanical
systems
describe alternative sources of
energy
incorporate selected devices in
the design of energy
transmission and conversion
systems

FINE ARTS DANCE GRADE 9
FINE ARTS:
DANCE GRADE 9
ELEMENTS OF MOVEMENT

demonstrate dance techniques

associated with particular
genres
apply principles of movement
(alignment, balance, flexibility,
strength, breathing) to dance Suggested Achievement Indicators have not been
apply principles of fitness, developed.
health, and safety to dance
use elements of movement in a
variety of combinations, as
appropriate to the given genre
or purpose

DANCE GRADE 9 FINE ARTS
CREATION AND COMPOSITION

create movement in response to

a range of stimuli
identify and use dance as
metaphor or analogy
distinguish among
choreographic forms
transform a given dance
developed.
sequence
choreograph dances for a
variety of environments and
purposes
apply the creative process to
revise and refine dance

FINE ARTS DANCE GRADE 9
PRESENTATION AND PERFORMANCE

rehearse and perform dance for

a specific environment
demonstrate dance movements
in the appropriate style for the
chosen genre or choreography
demonstrate skills and attitudes
appropriate to a range of dance
experiences as performer,
participant, and audience,
demonstrating: Suggested Achievement Indicators have not been
an awareness of a sense of developed.
community
audience and performer
etiquette
performance skills
respect for others
contributions
use established criteria to
analyse the work of self and
others
DANCE AND SOCIETY

analyse the cultural context and

evolution of a particular dance
genre
describe the purposes of dance
in various cultures Suggested Achievement Indicators have not been
analyse roles in dance developed.
identify personal and career
opportunities in dance
(occupation, recreation,
entertainment)

FINE ARTS DRAMA GRADE 9
FINE ARTS:
DRAMA GRADE 9
EXPLORATION AND IMAGINATION (EXPRESSION AND TRUST)

demonstrate trust in others

through class activities and
individual and ensemble
performances
demonstrate the unique ability
of drama to unify a diverse Suggested Achievement Indicators have not been
group developed.
restate the thoughts, feelings,
and beliefs of others
choose appropriate ways to
express thoughts, feelings, and
beliefs
EXPLORATION AND IMAGINATION (CRITICAL ANALYSIS)

use a variety of strategies to

make choices in problem
solving
make reasoned choices within
the boundaries of the dramatic
situation
developed.
accept responsibility for
decisions and solutions
use set criteria to assess and
evaluate the work of self and
others

DRAMA GRADE 9 FINE ARTS
DRAMA SKILLS (BODY AND VOICE)

make movement choices that

create a specific effect
demonstrate appropriate use of
voice elements
use appropriate physical and
vocal expression to enhance Suggested Achievement Indicators have not been
drama developed.
apply movement and gesture to
clarify and enhance vocal
interpretation
use emotional recall to enhance
sensory recall and visualization
DRAMA SKILLS (ROLE)

move in and out of role

appropriately
create and sustain situations
while in role
use vocal and physical Suggested Achievement Indicators have not been
techniques to create role and developed.
character
reflect on and clearly express
experiences both in and out of
role

DRAMA SKILLS (DRAMA AS METAPHOR)

demonstrate a commitment to
suspending disbelief
use objects as symbols of
abstract concepts in a drama
identify effective dramatic
developed.
forms for representing
particular ideas and experiences
demonstrate an awareness of a
dramatic work as a metaphor
DRAMA SKILLS (ELEMENTS AND STRUCTURES)

identify a variety of ways in

which character is revealed
identify and portray a
characters objective within a
scene
relate setting to action
explain how a central image
contributes to a unified work
developed.
identify a variety of ways to
manipulate a storys structure to
enhance the drama
show facility in using a variety
of forms to develop a drama
manipulate drama and theatre
elements to affect the drama

DRAMA GRADE 9 FINE ARTS
DRAMA SKILLS (TECHNIQUE)

demonstrate familiarity with

stage vocabulary and apply
theatrical conventions to
dramatic forms
select and use design elements
to achieve a desired effect
demonstrate responsibility to
the group and self in rehearsal
and performance
developed.
demonstrate respect for the
nature of their audience
enhance dramatic work with
available technical elements
select and adapt material
appropriate to a concept
collaborate in the direction of a
dramatic activity
CONTEXT (SOCIAL AND CULTURAL CONTEXT)

reflect the cultural variety of

their communities in their
dramatic work
identify and explain the
influence of the media on their Suggested Achievement Indicators have not been
own work in drama developed.
that theatre is created in
response to the needs of the
community

CONTEXT (MAKING CONNECTIONS)

articulate criteria for their own

aesthetic responses
select other art forms to respond
to drama
select appropriate dramatic
forms, skills, attitudes, and
knowledge as a means of Suggested Achievement Indicators have not been
learning in other subjects developed.
consider various career
possibilities in which dramatic
skills may be useful
apply their knowledge of the
arts in their choice of
recreational activities

FINE ARTS MUSIC GRADE 9
FINE ARTS:
MUSIC GRADE 9
STRUCTURE (ELEMENTS OF RHYTHM)

create, perform, and notate

rhythms in a variety of metres
analyse rhythmic choices in
performing and listening
repertoire
developed.
use appropriate music
terminology to describe a wide
range of rhythmic patterns and
metres

MUSIC GRADE 9 FINE ARTS
STRUCTURE (ELEMENTS OF MELODY)

demonstrate an ability to
enhance tuning by altering pitch
apply understanding of melodic
direction and contour to
expressive phrasing
analyse patterns used in melody
developed.
identify and represent melodies
in various clefs and keys
use appropriate music
terminology to describe a range
of melodic patterns
STRUCTURE (ELEMENTS OF EXPRESSION)

read and maintain a part

accurately within complex
harmonies and textures
apply an increasing range of
dynamics, tempos, timbres, and
articulations in classroom
repertoire
evaluate the use of the elements Suggested Achievement Indicators have not been
of expression in performing and developed.
listening repertoire
expression using appropriate
music terminology
expression in terms of the
physical properties of sound

STRUCTURE (FORM AND THE PRINCIPLES OF DESIGN)

identify an expanded variety of

forms
purposefully apply a variety of
music forms and principles of
design to composition
represent the form of a piece of
music
developed.
use appropriate terminology to
define aspects of form and
principles of design
compare and contrast the form
of a variety of music
compositions

MUSIC GRADE 9 FINE ARTS
THOUGHTS, IMAGES AND FEELINGS

represent thoughts, images, and

feelings derived from music
experiences
apply the elements of music to
interpret and represent a broad
range of thoughts, images, and
feelings
demonstrate a willingness to
share personal insights arising
from experiences with music
explain personal meaning
derived from music without Suggested Achievement Indicators have not been
reference to stories or visual developed.
artifacts
defend personal music choices,
demonstrating awareness of the
thoughts, images, and feelings
that the music expresses
demonstrate respect for and
understanding of the diversity
of thoughts, images, and
feelings evident in culturally,
historically, and stylistically
diverse music

CONTEXT (SELF AND COMMUNITY)

use skills and attitudes

appropriate to a range of music
experiences in a variety of
venues, as performer,
participant, and audience,
demonstrating:
an awareness of the sense
of community
audience and performer
etiquette
performance skills
respect for others
developed.
contributions
critique the work of self and
others
contribute to the physical
wellbeing of self and others
while experiencing music
identify a range of career-
related music activities
represented in the community
CONTEXT (HISTORICAL AND CULTURAL)

compare and contrast music

from a range of historical and
cultural contexts, including their
interrelationships
compare and contrast music
developed.
created for a variety of purposes
demonstrate respect for music
of various historical and cultural
contexts

FINE ARTS VISUAL ARTS GRADE 9
FINE ARTS:
VISUAL ARTS GRADE 9
IMAGE-DEVELOPMENT AND DESIGN STRATEGIES (PERCEIVING/RESPONDING)

use vocabulary related to 2-D

and 3-D art forms and image
development
compare and contrast a variety
of images of a given subject in
different media, styles, and
techniques
identify a variety of imagery
sources and analyse and
evaluate image-development
developed.
strategies used by self, peers,
and others
analyse images (2-D and 3-D) to
determine the purposes for
which they have been created
recognize the importance of
ethical considerations associated
with reproduction as an image-
development strategy

VISUAL ARTS GRADE 9 FINE ARTS
IMAGE-DEVELOPMENT AND DESIGN STRATEGIES (CREATING/COMMUNICATING)

develop and make images:

using a combination of
image
development techniques
using a variety of styles
and movements
(or a series of images) that
represent a subject or
theme
that solve complex design
developed.
problems, considering form
and function
that deliberately engage
more than one of the senses
draft and refine ideas related to
fields other than visual arts,
using various image-
development strategies and
sources

CONTEXT (PERCEIVING/RESPONDING)

compare and contrast art careers

in a variety of contexts
of the roles of artists and the
visual arts in a variety of
contexts
of the roles of artists and the
visual arts in reflecting,
sustaining, and challenging
beliefs and traditions in society
explain how the meanings and
purposes of images are
developed.
influenced by the context in
which they are created or
viewed
the relationship between culture
and style, and the use of
materials, processes, and images
associated with them
analyse and evaluate displays,
considering the nature of
artwork, presentation, venue,
and audience

CONTEXT (CREATING/COMMUNICATING)

create images that:

support or challenge
personal and societal
beliefs, values, traditions,
or practices
demonstrate an awareness
of the styles of various
artists, movements, and
periods Suggested Achievement Indicators have not been
respond to historical and developed.
contemporary images or
issues
reflect a sense of personal
and social responsibility
make and arrange a display or
portfolio of work, taking into
consideration the nature of the
artwork, venue, and audience

VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN (PERCEIVING/RESPONDING)

use appropriate vocabulary in

oral and written analyses of
works of art
analyse how individual visual
elements and principles of art
and design are used to create
meaning in images
analyse how the physical Suggested Achievement Indicators have not been
qualities of visual elements and developed.
principles of art and design are
used to create effects and mood
in representational and non-
representational images
evaluate personal use of the
elements and principles of art
and design

VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN

(CREATING/COMMUNICATING)

create images that:

deliberately employ
physical and expressive
qualities of the visual
elements and principles of
art and design to create an
effect or mood
use a selected element of
art to convey an idea or Suggested Achievement Indicators have not been
concept developed.
combine and emphasize
particular visual elements
and principles of art and
design
create variations of an image
through manipulations of
particular elements or principles
of art and design

MATERIALS, TECHNOLOGIES, PROCESSES (PERCEIVING/RESPONDING)

apply vocabulary for materials,

processes, and technologies
used in 2-D and 3-D image
development
analyse the contribution of
materials, processes, and
technologies to the meaning and
function of an image and
evaluate the appropriateness of
their use
evaluate the skills and
techniques associated with the Suggested Achievement Indicators have not been
use of particular materials and developed.
processes in a given work
identify tools and equipment
used to create images
safety and environmental
considerations related to
materials, technologies, and
processes
demonstrate respect for their
own work and the work of
others

MATERIALS, TECHNOLOGIES, PROCESSES (CREATING/COMMUNICATING)

use a variety of materials,

technologies, and processes,
alone and in combination, to
make personally meaningful
images
select materials, technologies,
and processes appropriate for a
planned work
use, care for, and maintain
materials, technologies, and
developed.
work space in a safe and
environmentally sensitive
fashion
invent and construct a tool for
creating images
demonstrate a willingness to try
unfamiliar materials and
processes and adapt familiar
materials for unfamiliar uses

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GRADE 9

GRADE 9 PRESCRIBED LEARNING OUTCOMES AND SUGGESTED ACHIEVEMENT INDICATORS

English Language Arts ..................................................................................................................................... 7

Health and Career Education ........................................................................................................................ 35

Physical Education .......................................................................................................................................... 55

Social Studies .................................................................................................................................................. 71

Daily Physical Activity .................................................................................................................................. 77

Applied Skills ................................................................................................................................................. 79

Business Education .......................................................................................................................... 79

Home Economics .............................................................................................................................. 83

Information Technology ................................................................................................................. 89

Technology Education ..................................................................................................................... 91

Fine Arts ........................................................................................................................................................... 95

Music ................................................................................................................................................ 105

Visual Arts ....................................................................................................................................... 111

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 3

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 5

(Note: at the time of publication of this document,

6 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

ENGLISH LANGUAGE ARTS GRADE 9

PURPOSES (ORAL LANGUAGE)

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 7

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

8 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

STRATEGIES (ORAL LANGUAGE)

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

A4 select and use a range of

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 9

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

10 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

THINKING (ORAL LANGUAGE)

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 11

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

12 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

FEATURES (ORAL LANGUAGE)

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 13

PURPOSES (READING AND VIEWING)

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

14 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 15

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

16 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 17

STRATEGIES (READING AND VIEWING)

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

The following suggested indicators may be used to assess student

18 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS