GRADE 9Curriculum Package
(compiled February 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 ......................................................................................................................................................... 5Required Areas of Study...................................................................................................................... 5How 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
his document provides basic information about the provincial curriculum requirements for Grade 9 students in
British Columbia. The full text of all provincial curricula is available online at www.bced.gov.bc.ca/irp/irp.htm
TREQUIRED AREAS OF STUDY As stated in the Required Areas of Study In An Educational Program Order (http://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdf) each school year a board must offer to all students in Grade 9 an educational program that meets all the Prescribed Learning Outcomes set out in the applicable educational program guide in:
English Language Arts, or in the case of a student enrolled in a francophone educational program, French Language Arts
Social Studies Mathematics Science Physical Education One of the following Fine Arts: Dance,
Drama, Music, or Visual Arts One of the following Applied Skills:
Technology Education, Information Technology, Home Economics, or Business Education
Health and Career Education Daily Physical Activity
HOW TO USE THIS DOCUMENT For each required area of study for Grade 9, the Prescribed Learning Outcomes and corresponding Suggested Achievement Indicators are presented in a series of tables.
Prescribed Learning Outcomes
Prescribed Learning Outcomes are content standards for the provincial education system; they are the prescribed curriculum. Clearly stated and expressed in measurable and observable terms, prescribed learning outcomes set out the required
attitudes, skills, and knowledge – what students are expected to know and be able to do – by the end of the specified subject and grade.
Schools are responsible for ensuring that all Prescribed Learning Outcomes for each required area of study are met; however, schools have flexibility in determining how delivery of the curriculum can best take place.
It is expected that student achievement will vary in relation to the learning outcomes. Evaluation, reporting, and student placement with respect to these outcomes are dependent on the professional judgment and experience of teachers, guided by provincial policy.
All prescribed learning outcomes complete the stem, “It is expected that students will ….”
Prescribed Learning Outcomes are presented by curriculum organizer (and suborganizer as applicable), and for some subjects are coded alphanumerically for ease of reference; however, this arrangement is not intended to imply a required instructional sequence.
Suggested Achievement Indicators
Suggested Achievement Indicators in relation to each Prescribed Learning Outcome are included to support the assessment of provincially prescribed curricula.
Achievement indicators support the principles of assessment for learning, assessment as learning, and assessment of learning. They provide teachers and parents with tools that can be used to reflect on what students are learning, as well as provide students with a means of self-assessment and ways of defining how they can improve their own achievement.
Suggested Achievement Indicators describe what evidence to look for to determine whether or not the student has fully met the intent of the learning outcome. Since each achievement indicator presents only one aspect of the corresponding learning outcome, the entire set of achievement
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 5
indicators can assist teachers when determining whether students have fully met the learning outcome.
Achievement indicators are not mandatory; they are suggestions only, provided to assist in the assessment of how well students achieve the Prescribed Learning Outcomes.
(Note: at the time of publication of this document, Suggested Achievement Indicators had not been developed for Dance, Drama, Music, and Visual Arts; and for Technology Education, Information Technology, and Business Education.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
6 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
ENGLISH LANGUAGE ARTS – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators
PURPOSES (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
A1 interact and collaborate in pairs and groups to – support the learning of self
and others – explore experiences, ideas,
and information – understand the
perspectives of others – comprehend and respond
to a variety of texts – create a variety of texts
collaborate with members of a group (e.g., listen and speak respectfully, ask questions, take turns, cooperate, disagree courteously) to achieve a common purpose (e.g., discuss social issues, analyse characters, discuss themes)
share and support group roles and responsibilities to achieve purpose and goals (e.g., analyse tasks, generate a plan, designate roles)
express opinions and ideas and encourage the opinions and ideas of others (e.g., invite participation, acknowledge other perspectives)
demonstrate active nonverbal participation in group activities (e.g., physical proximity to group, eye contact, facial expression)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 7
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
A2 express ideas and information in a variety of situations and forms to – explore and respond – recall and describe – narrate and explain – persuade and support – engage and entertain
identify and describe purpose for speaking sustain group and class discussions through relevant
and thoughtful contributions (e.g., build on other students’ ideas)
provide clear organizational cues when presenting or discussing (e.g., use transition words and phrases)
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, and evaluate ideas and information from a variety of texts, considering – purpose – messages – tone – structure – effects and impact – bias
identify the purpose of the text, and the evidence used to support that purpose
identify persuasive techniques (e.g., statistics, real-life examples)
summarize and clarify ideas and information (e.g., take turns summarizing text with a partner, ask questions to clarify understanding)
describe the effects and impact of tone (e.g., identify 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...”)
8 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
STRATEGIES (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
A4 select and use a range of strategies to interact and collaborate with others in pairs and groups, including – selecting methods for
working together effectively
– listening actively – contributing ideas and
encouraging the ideas of others
– demonstrating awareness of diverse points of view
– reaching consensus or agreeing to differ
choose ways for group members to achieve task requirements (e.g., role descriptions, meeting notes)
create and follow classroom guidelines for interacting (e.g., listen and speak respectfully, take turns, cooperate, disagree courteously)
ask questions to clarify views or ideas of others extend ideas stated by others suggest ways to include and relate different points of
view (e.g., appoint spokespersons to represent different points of view)
seek out multiple points of view (e.g., brainstorm various perspectives on the topic, considering gender, culture, age, ability)
A5 select and use a range of strategies to prepare oral communications, including– interpreting a task and
setting a purpose – considering audience – generating ideas – making connections among
relevant knowledge and experiences
– planning and rehearsing presentations
identify purpose and audience (e.g., choose register and diction appropriate to task and audience)
brainstorm or list topics or ideas compare and select relevant ideas and information organize information around key ideas or questions seek out and act on suggestions of others choose techniques for presenting prepare visual aids, materials, and equipment for
presentations
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 9
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
A6 select and use a range of strategies to express ideas and information in oral communications, including – vocal techniques – style and tone – nonverbal techniques – visual aids – organizational and
memory aids – monitoring methods
use and adjust vocal techniques to make presentations effective and appropriate to audience (e.g., expression, audibility)
use and adjust nonverbal techniques to make presentations effective and appropriate to audience (e.g., eye contact, body language)
use props, diagrams, computer presentations, and artifacts to enhance delivery
use organizational and memory prompts to aid 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 understand, recall, and analyse a variety of texts, including – connecting to prior
knowledge – making reasonable
predictions – identifying main points – generating thoughtful
questions – clarifying and confirming
meaning
explain predictions (e.g., how reached, evidence) identify and restate important points (e.g., use graphic
organizers, take notes) use examples beyond the text when making
connections (e.g., text-to-text, text-to-self, text-to-world)
consider and suggest a main idea or theme and provide support
distinguish between fact and opinion identify point of view and speaker bias 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)
10 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
THINKING (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
A8 speak and listen to make personal responses to texts, by – making connections with
prior knowledge and experiences
– describing reactions and emotions
– generating thoughtful questions
– developing opinions with reasons
use oral modes to express response to text (e.g., questions, class discussion, interview, speech, drama, poetry)
describe and explain connections, reactions, and emotional responses (e.g., “This reminds me of...,”)
ask questions that deepen personal response (e.g., “How does this make me feel?,” “Why do I feel this way?”)
state reasons for personal opinions (e.g., “The speech 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, analyse, and evaluate ideas and information from texts, by– making and supporting
judgments– examining and comparing
ideas and elements within and among texts
– describing perspectives– identifying bias,
contradictions, and non-represented perspectives
determine purpose and main ideas and identify supporting evidence
describe the effectiveness of content, presentation, and style in achieving intended purpose
apply class- or teacher-generated criteria for assessing the quality of ideas and information presented
express and explain feelings, judgments, or opinions evoked by the text
identify words, elements, and techniques that influence the audience’s feelings and attitudes (e.g., sound devices, imagery, suspense, dialogue, character)
discuss the point of view presented and any inconsistencies, and suggest other possible points of view
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 11
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
A10 speak and listen to synthesize and extend thinking, by – personalizing ideas and
information – explaining relationships
among ideas and information
– applying new ideas and information
– transforming existing ideas and information
combine prior knowledge with newly acquired information and ideas
trace the development of own changing opinions generate questions to enhance understanding, explore
possibilities, and lead to further inquiry defend a new idea with support consider and suggest other outcomes or solutions build on the ideas of others and voice new
understandings 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 reflect on and assess their speaking and listening, by – referring to criteria – setting goals for
improvement – creating a plan for
achieving goals – evaluating progress and
setting new goals
contribute relevant ideas and opinions to discussions about effective speaking and listening
generate and select criteria for speaking and listening demonstrate understanding of strategies available to
increase success in speaking and listening evaluate speaking and listening through meaningful
self-assessment (e.g., “I used effective examples,” “ My charts needed to be clearer,” “I stayed on track even 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., “I’m getting better at...,” “I need to continue to work on...”)
12 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
FEATURES (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
A12 recognize and apply the structures and features of oral language to convey and derive meaning, including – context – text structures – syntax – diction – usage conventions – rhetorical devices – vocal techniques – nonverbal techniques
identify context (e.g., audience, purpose, situation) select appropriate tone (e.g., formal, informal) and
diction (e.g., word choice, colloquialisms) when listening, demonstrate behaviours that
contribute to successful listening (e.g., respectful attention and appropriate response)
identify and use some typical text structures (e.g., flashback, chorus) and rhetorical devices (e.g., repetition, questions) that shape meaning in texts
use logical syntax (e.g., transitions) and accepted 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 speaker’s gestures, body language, or emphasis suggests important information
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 13
ENGLISH LANGUAGE ARTS – GRADE 9
PURPOSES (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B1 read, both collaboratively and independently, to comprehend a variety of literary texts, including – literature reflecting a
variety of times, places, and perspectives
– literature reflecting a variety of prose forms
– poetry in a variety of narrative and lyric forms
– significant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels)
– traditional forms from Aboriginal and other cultures
– student-generated material
identify how the key elements of a story (e.g., setting, plot, character, and theme) influence each other (e.g., elements of setting influence character action, character traits contribute to conflict, plot events contribute to theme)
identify how elements of poetry (e.g., figurative language, form, sound devices) contribute to construction of meaning (e.g., onomatopoeia contributes to humour, repetition creates emphasis)
make and explain inferences about the text (e.g., “The fire allowed the boy to show his bravery,” “Because the father was weak, the children felt unsafe.”)
offer relevant insights regarding the text and/or author (e.g., “In the short story all the children are happy because their parents show love to each other,” “In ‘David,’ the words used to describe nature give the feeling of Bobby’s horror when he goes down the mountain.”)
make and support connections between the text and personal experience (e.g., “It reminded me of how I felt when my mother was so sick,” “I feel happier when the snow melts, too.”)
make and support connections to other texts (e.g., “Nothing has changed. The kids in Iqbal were treated badly, just like the factory kids in the 1800s that we read about in Socials.”)
explain how descriptive language helps to create meaning (e.g., “When I read ‘The Shark,’ I noticed that the language shows that the shark is sinister.”)
14 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B2 read, both collaboratively and independently, to comprehend a variety of information and persuasive texts with increasing complexity of ideas and form, such as – articles and reports – biographies and
autobiographies – textbooks, magazines, and
newspapers – print and electronic
reference material – advertising and
promotional material – opinion-based material – student-generated material
determine and state a purpose for reading (e.g., “I’m looking for the negative influences on…,” “I want to find out how he became successful.”)
indicate purposes for re-reading (e.g., “This time I need to pay attention to…,” “I’d like to find three statistics that support...”)
restate main ideas in own words locate details relevant to reader’s purpose, including
those provided in visual or graphic materials make notes by creating categories that reflect the main
ideas or topics support inferences or interpretations with specific
evidence from the text (e.g., “In Take Action, the Kielburgers suggest that all of us can make a difference…,” “The chart shows that salaries increase 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.”)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 15
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B3 view, both collaboratively and independently, to comprehend a variety of visual texts, such as – broadcast media – web sites – graphic novels – film and video – photographs – art – visual components of print
media – student-generated material
set a purpose for viewing (e.g., “We need to pick out three details in Tom Thomson’s paintings that show...,” “I want to find a graphic novel about...”)
explain how visual elements (e.g., line, texture, formatting, layout, colour) create meaning (e.g., “It sure helped to have all the key terms in red.”)
compare related information from multiple visual texts (e.g., charts detailing salary differences to bar graphs tracing levels of education)
identify differences between a print text and visual representation (e.g., compare scenes from A Midsummer Night’s 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 viewer’s 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)
16 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B4 independently select and read, for sustained periods of time, texts for enjoyment and to increase fluency
choose texts of appropriate difficulty (e.g., vocabulary preview, paraphrase a paragraph)
select texts based on personal interest or topic of study (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...”)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 17
ENGLISH LANGUAGE ARTS – GRADE 9
STRATEGIES (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B5 before reading and viewing, select and use a range of strategies to anticipate content and construct meaning, including – interpreting a task – setting a purpose – accessing prior knowledge – making logical predictions – generating guiding
questions
articulate/discuss a purpose for reading and viewing brainstorm/explain what is already known about the
topic and genre/form use a variety of alternative sources to locate
information and expand background knowledge about the topic (e.g., encyclopedia, Internet, books, articles)
sort and categorize vocabulary/key terms/images provided
state and support predictions based on prior 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, select and use a range of strategies to construct, monitor, and confirm meaning, including – predicting, questioning,
visualizing, and making connections
– making inferences and drawing conclusions
– differentiating main ideas and supporting details
– summarizing – using text features – determining the meaning
of unknown words and phrases
– self-monitoring and self-correcting
discuss and/or explain predictions (e.g., compare new information to predictions)
generate, share, and/or record questions and inferences describe, sketch, or use graphic organizers to record
mental images identify and communicate connections (e.g., text-to-
text, text-to-self, text-to-world) made while reading (e.g., concept map, journal response, coding text, partner chats)
identify graphic and visual cues used to find information and clarify understanding (e.g., glossaries, summaries, questions in text, outlines, sidebars, navigation bars, and hyperlinks)
make relevant notes using logical categories (e.g., outlines, mind maps, timelines)
restate main ideas/events in own words use context cues, word structure, illustrations, and
classroom resources to figure out unfamiliar vocabulary
identify when meaning-making is breaking down
18 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B7 after reading and viewing, select and use a range of strategies to extend and confirm meaning, including – responding to text – asking questions – reviewing text and purpose
for reading – making inferences and
drawing conclusions – summarizing,
synthesizing, and applying ideas
consider and express initial response (e.g., journal entry, partner talk, whole-group discussion)
generate and communicate questions related to and going beyond the text
re-state or redefine purpose for reading/viewing state the main ideas and provide supporting details suggest inferences and conclusions supported by
evidence from the text consider and express alternative interpretations compare the ideas expressed in the text to ideas from
other sources (e.g., prior knowledge, partner talk, class 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)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 19
ENGLISH LANGUAGE ARTS – GRADE 9
THINKING (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B8 explain and support personal responses to texts, by – making connections with
prior knowledge and experiences
– describing reactions and emotions
– generating thoughtful questions
– offering and supporting opinions using evidence
offer and explain connections between a text and own ideas, beliefs, experiences, and feelings (e.g., “The author’s solution to the problem of graffiti is different from mine...”)
make and support connections to reading and viewing selections (e.g., “In Featherboy, Norbert also figured out that things were not going to get better for him even though he had proven his bravery.”)
describe and discuss emotions evoked by a text supported by reasons, questions, explanations, and evidence (e.g., “Don’t 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 hasn’t 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…”)
20 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
B9 interpret, analyse, and evaluate ideas and information from texts, by – making and supporting
judgments – examining and comparing
ideas and elements within and among texts
– beginning to identify diverse voices
– identifying bias, contradictions, and non-represented perspectives
make judgments about the text based on evidence (e.g., “The research in this article is up to date because it uses several recent studies.”)
recognize significant patterns in text (e.g., “e.e. cummings’ poems often contain…,” “All of the sidebars give modern-day examples of...”)
examine and compare ideas and information from a variety of texts (e.g., “The article about S. E. Hinton talks about how her experiences affect her writing. That Was Then, This is Now shows how she uses her experiences when...”)
identify more than one voice or perspective in a text (e.g., “Chapter One tells the story through John’s eyes; in Chapter Two the reader gets to hear Lorraine’s 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 about texts, by – personalizing ideas and
information – explaining relationships
among ideas and information
– applying new ideas and information
– transforming existing ideas and information
integrate new information into existing knowledge and beliefs (e.g., clarify how new information in text has an impact on personal opinions or beliefs)
combine perspectives relating to a text (e.g., combine own and narrator’s perspectives)
juxtapose and merge related ideas (e.g., explore the differences between characters’ motives)
use key ideas and relevant details from texts to create representations/responses/artifacts (e.g., create a group presentation, play, or musical work based on central themes)
consider developments extending beyond the text (e.g., suggest alternative and/or creative outcomes)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 21
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
B11 use metacognitive strategies to reflect on and assess their reading and viewing, by – referring to criteria – setting goals for
improvement – creating a plan for
achieving goals – evaluating progress and
setting new goals
contribute relevant ideas and opinions to discussions about effective reading and viewing
generate and select criteria for reading and viewing identify strengths as readers and viewers using
vocabulary from class-developed criteria and/or other criteria
demonstrate understanding of strategies available to increase success in reading and viewing
evaluate reading and viewing through meaningful self-assessment (e.g., “I was able to understand the artist’s 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.”)
periodically review goals and assess progress (e.g., “I’m getting better at..., I need to continue to work on...”)
22 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
FEATURES (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B12 recognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning, including – form and genre – functions of text – literary elements – literary devices – use of language – non-fiction elements – visual/artistic devices
identify structures of text (e.g., conclusion, refrain, lead)
explain the function of a text (e.g., to describe, engage, persuade)
explain how literary elements contribute to understanding (e.g., article is written from a patient’s point of view)
explain how literary devices contribute to understanding (e.g., personification gives voice to nature)
describe how the author’s 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 skills and vocabulary knowledge, by – analysing the origins and
roots of words – determining meanings and
uses of words based on context
– identifying, selecting, and using appropriate academic and technical language
– using vocabulary appropriate to audience and purpose
apply knowledge of word origins (e.g., Anglo-Saxon root words) and word relationships (e.g., word families) to determine meaning
derive word meanings from context and verify those meanings (e.g., substitute synonyms to figure out unfamiliar or challenging words)
explain why an author might have chosen a word that has multiple connotative meanings (e.g., he drove his “heap” to the movies)
identify new vocabulary introduced in texts, including vocabulary related to English Language Arts and other subject areas
use newly acquired vocabulary in their speaking and writing experiences
choose to use or avoid colloquialisms
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 23
ENGLISH LANGUAGE ARTS – GRADE 9
PURPOSES (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C1 write meaningful personal texts that explore ideas and information to – experiment – express self – make connections – reflect and respond – remember and recall
experiment with various forms of personal writing, including impromptu, to explore ideas, feelings, and opinions (e.g., experiment with various views and voices)
express ideas, feelings, insights, and personal views through sustained writing
make connections between experiences and/or texts (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 texts that express ideas and information to – explore and respond – record and describe – analyse and explain – persuade – engage
explore and respond to ideas and information through various forms of informational writing, including impromptu
write information text that accomplishes a clearly stated purpose (e.g., instructions to be followed; includes details to support a thesis)
use relevant details to express and justify a viewpoint include details that anticipate and answer some of the
reader’s 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.
24 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
C3 write effective imaginative texts to explore ideas and information to – make connections and
develop insights – explore literary forms and
techniques – experiment with language
and style – engage and entertain
express ideas, feelings, insights, and personal views through sustained writing
create various forms or genres of imaginative writing, including impromptu, that develop ideas through details, images, and emotions
develop ideas and emotions indirectly (e.g., dialogue, showing characters through their actions)
use figurative language to enhance meaning and emotion
write creative texts that consider audience and purpose
C4 create thoughtful representations that communicate ideas and information to – explore and respond – record and describe – explain and persuade – engage
demonstrate imaginative connections to personal feelings, experiences, and opinions
create representations that convey information and/or emotion for a specific purpose and audience
develop key ideas through details, images, and emotions
experiment with visual/artistic devices and forms to create impact and enhance communication
See “Features” section for additional criteria relating to features and conventions.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 25
ENGLISH LANGUAGE ARTS – GRADE 9
STRATEGIES (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C5 select and use a range of strategies to generate, develop, and organize ideas for writing and representing, including – making connections – setting a purpose and
considering audience – gathering and
summarizing ideas from personal interest, knowledge, and inquiry
– analysing writing samples or models
– setting class-generated criteria
consider prior knowledge and other sources (e.g., writing about what they know and care about, building on others’ ideas, research from a variety of sources)
discuss purpose and identify an audience for writing or representing
generate, collect, and develop ideas in a variety of ways (e.g., brainstorming, free-writing, interviewing)
categorize and organize ideas and information using outlines and graphic organizers before and during writing/representing
record sources for citation during research and note taking
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)
26 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
C6 select and use a range of drafting and composing strategies while writing and representing, including – using a variety of sources
to collect ideas and information
– generating text – organizing ideas and
information – analysing writing samples
or models – creating and consulting
criteria
expand ideas from prewriting to writing/representing (e.g., refer to notes for additional ideas, ask for and incorporate feedback from others)
consult a variety of texts for ideas and information and as models
compose and share work in progress (e.g., peer and teacher conferences, PQP)
identify and restate main points in order to clarify meaning
use models to assist in understanding form (e.g., short story, essay, ad) and features (e.g., use of dialogue, provocative introduction, visual elements such as font 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 strategies to revise, edit, and publish writing and representing, including – checking work against
established criteria – enhancing supporting
details and examples – refining specific aspects
and features of text – proofreading
persevere through the revision process until a satisfactory product is achieved
reconsider or review for specific features or established criteria (e.g., supporting details, sentence variety, effectiveness of visual elements)
select areas for revision and revise to enhance work review and confirm organization (e.g., sequencing,
transitions, development of ideas) accept and incorporate some revision suggestions
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)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 27
ENGLISH LANGUAGE ARTS – GRADE 9
THINKING (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C8 write and represent to explain and support personal responses to texts, by – making connections with
prior knowledge and experiences
– describing reactions and emotions
– generating thoughtful questions
– developing opinions using evidence
suggest and support connections among own ideas, beliefs, experiences, feelings, and/or texts (e.g., Student writes, “This Aboriginal creation legend reminds me of...”)
describe and discuss emotions evoked by a text supported by reasons, explanations, and evidence (e.g., Student writes, “I’m passionate about human rights because...”)
pose open-ended questions about the text or author (e.g., Student writes, “What other options did this character have?”)
express opinions regarding a text supported by reasons, explanations, and evidence (e.g., Student writes, “Bottom is not a sympathetic character because...”)
respond in various forms (e.g., written, visual, kinesthetic, electronic)
use vocabulary that expresses a depth and range of response
28 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
C9 write and represent to interpret, analyse, and evaluate ideas and information from texts, by – making and supporting
judgments – examining and comparing
ideas and elements within and among texts
– identifying diverse points of view
– identifying bias, contradictions, and non-represented perspectives
make judgments based on evidence (e.g., write a letter to the editor explaining an opinion about a contentious local issue)
assess the effectiveness of ideas and information (e.g., identify and provide evidence of bias in an argument)
examine and compare ideas and information from a variety of texts (e.g., write a paragraph comparing the motivations of different characters in and between texts)
recognize and describe own and others’ viewpoints (e.g., Student writes, “Even though the class thinks..., my opinion is that...”)
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 synthesize and extend thinking, by – personalizing ideas and
information – explaining relationships
among ideas and information
– applying new ideas and information
– transforming existing ideas and information
integrate new information into existing knowledge and beliefs (e.g., clarify how new information in text has an impact on personal opinions or beliefs)
combine perspectives relating to a text (e.g., combine own and narrator’s perspectives)
juxtapose and merge related ideas (e.g., explore the differences between characters’ motives)
use key ideas and relevant details from texts to create representations/responses (e.g., create a group presentation, play, or musical work based on central themes)
develop extensions or revisions of texts (e.g., suggest alternative and/or creative outcomes, integrate a different perspective)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 29
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
C11 use metacognitive strategies to reflect on and assess their writing and representing, by – relating their work to
criteria – setting goals for
improvement – creating a plan for
achieving goals – evaluating progress and
setting new goals
contribute relevant ideas and opinions to discussions about effective writing and representing (e.g., “Her topic sentence is very clear.”)
generate and select criteria specific to writing tasks identify strengths and areas for growth as authors
using vocabulary from class-developed and/or other criteria (e.g., “My main idea was really good, but I didn’t keep to my topic.”)
identify and assess strategies used in 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 periodically review goals and assess progress (e.g.,
“I’m getting better at...,” “I need to continue to work on...”)
30 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
FEATURES (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C12 use and experiment with elements of style in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including – syntax and sentence
fluency – diction – point of view – literary devices – visual/artistic devices
Syntax/Sentence Fluency use a variety of sentence lengths and structures use a variety of sentence types for effect deliberately use sentence fragments and run-on
sentences for effect combine sentences using subordinate and independent
clauses use transitional words/phrases within and between
sentences and paragraphs
Diction 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)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 31
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
C13 use and experiment with elements of form in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including – organization of ideas and
information – text features and visual/
artistic devices
Organization of Ideas and Information follow “rules” of a specific form or genre to match the
writing task use internal elements/text structures (e.g., salutation in
letter, “hook” in paragraph) appropriate to purpose and audience
unify writing with a controlling purpose begin with an effective introduction/engaging opening
(e.g., clearly indicates purpose, grabs reader’s 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
32 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
C14 use conventions in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including – grammar and usage – punctuation, capitalization,
and Canadian spelling – copyright and citation of
references – presentation/layout
Grammar and Usage use coordinating and subordinating conjunctions to
create compound and complex sentence structures with few run-ons or fragments
maintain subject-verb agreement and pronoun-antecedent agreement
properly place modifiers maintain consistent verb tense use active voice for clarity and impact
Punctuation/Capitalization/Spelling 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)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 33
HEALTH AND CAREER EDUCATION – GRADE 9
HEALTH AND CAREER EDUCATION – GRADE 9
Prescribed Learning Outcomes and Suggested Achievement Indicators
EDUCATION AND CAREERS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
• describe ways of exploring career options (e.g., job shadowing, mentoring, volunteering)
list and describe a variety of ways of exploring career options, including:– job shadowing (e.g., Take Your Kids to Work Day)– mentoring – informational interviews – volunteering – Internet research – accessing sources of information and support
• identify sources of information and support to assist them in their education and career planning (e.g., family, mentors, school and career counselling centres, coaches, web sites, libraries)
identify and describe their personal support network (e.g., peers, family, clergy, teachers, elders, mentors, local businesses and services), and explain the service each provides
identify community services that can provide information and support for their education and career planning (e.g., school and community career counselling centres, library, web sites)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 35
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
• explain the importance of developing employability skills (e.g., employability skills are transferable to all areas of a student’s life, including school, leisure, part-time employment, future careers)
create a comprehensive list of employability skills (e.g., teamwork, study skills, time management, communication skills, technological literacy, ethical behaviour, lifelong learning)
give a reasoned explanation of why employability skills are important (e.g., employability skills are transferable to all areas of a student’s 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 requirements of the Graduation Program (e.g., required and elective courses, required exams, graduation portfolio introduction)
accurately describe the grade 10 requirements of the Graduation Program (e.g., required and elective courses, required exams)
list ways a portfolio can be used as a tool for documenting evidence of achievements related to 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)
36 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH AND CAREER EDUCATION – GRADE 9
HEALTH
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
Healthy Living
• relate the characteristics of a healthy lifestyle to their ability to maximize personal potential
demonstrate clear and informed reasoning in assessing the ways in which being physically and emotionally healthy can support the attainment of personal, 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 habits can support a healthy lifestyle
describe a variety of healthy eating habits (e.g., eating breakfast every day, choosing healthy snacks, 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)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 37
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
• describe practices that promote healthy sexual decision making
articulate reasoned and informed guidelines that 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-term consequences of unsafe sexual behaviour (e.g., unplanned pregnancy, sexually transmitted infections including HIV/AIDS, negative impact on future goals)
demonstrate clear and informed reasoning in assessing the potential impact of unplanned pregnancy on individuals and their families (e.g., impact on education, financial obligations, relationships, future opportunities)
demonstrate an understanding of the consequences of 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)
38 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
Healthy Relationships
• propose strategies for building and maintaining healthy interpersonal relationships (e.g., effective communication skills, effective expression of emotions, setting and communicating personal boundaries)
describe the positive characteristics (e.g., trust, respect, honesty, open communication, shared interests, concern about the well-being of others) they value in their own peer, family, school, and other relationships
create a comprehensive list of strategies for building and maintaining healthy interpersonal relationships (e.g., verbal and non-verbal communication skills, compromise, consensus, effective expression of 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)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 39
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
• describe skills for avoiding or responding to unhealthy, abusive, or exploitative relationships (e.g., assertiveness skills, refusal skills, communication skills, accessing help and support)
describe warning signs that a relationship may be unhealthy or abusive (e.g., jealousy; controlling; attempts to isolate from family and friends; critical or unsupportive behaviour; pressure to engage in unwanted, unsafe, or illegal behaviour)
describe in detail specific problem-solving and 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 appropriate responses to bullying, discrimination, harassment, and intimidation (e.g., recognizing discrimination when it occurs, encouraging communication and empathy, promoting responsibility and accountability, speaking up on behalf of others, identifying support services)
with teacher support, describe laws and/or school protocol related to bullying, discrimination, harassment, and intimidation
based on class discussions and activities, identify appropriate services and support for people dealing with bullying, discrimination, harassment, and intimidation (e.g., school counsellor, police, crisis line, human rights tribunal)
list and discuss effective, appropriate, and socially responsible responses to a variety of discrimination, harassment, and intimidation scenarios (e.g., recognizing discrimination when it occurs, encouraging communication and empathy, promoting responsibility and accountability, speaking up on behalf of others)
40 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
Safety and Injury Prevention
• propose strategies to avoid unnecessary risks in a variety of situations on the road and in the community
identify potential dangers for themselves and others that exist in obviously risky situations (e.g., extreme sports, road racing) and less obviously risky situations (e.g., job shadowing, babysitting, using household 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 unnecessary risks on the job
list a range of injuries and accidents that can occur on 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)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 41
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
Substance Misuse Prevention
• assess the potential physical, emotional, and social consequences for themselves and others if they misuse substances
based on class discussions and activities, describe the potential physical, emotional, and social consequences of substance misuse for self (e.g., altered judgment and decision-making ability, risk-taking behaviour resulting in physical injury, drug use continuum, 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 person’s decision making related to substance use (e.g., allows for advance planning, supports informed decision making)
42 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
MATHEMATICS – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators
NUMBER
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
A1 demonstrate an understanding of powers with integral bases (excluding base 0) and whole number exponents by – representing repeated
multiplication using powers
– using patterns to show that a power with an exponent of zero is equal to one
– solving problems involving powers
[C, CN, PS, R]
demonstrate the differences between the exponent and the base by building models of a given power, such as 23 and 32
explain, using repeated multiplication, the difference between two given powers in which the exponent and base are interchanged (e.g., 103 and 310)
express a given power as a repeated multiplication express a given repeated multiplication as a power explain the role of parentheses in powers by
evaluating a given set of powers (e.g., (–2)4 , (–24 ) and –24)
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[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 43
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
A2 demonstrate an understanding of operations on powers with integral bases (excluding base 0) and whole number exponents [C, CN, PS, R, T]
explain, using examples, the exponent laws of powers with integral bases (excluding base 0) and whole number exponents: – ( am ) ( an )=am+n
– am÷ an=am−n ,m>n– ¿– ¿ = ambm
– ( ab )
n
= an
bn , b ≠0
evaluate a given expression by applying the exponent laws
determine the sum of two given powers (e.g., 52 + 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 – comparing and ordering
rational numbers – solving problems that
involve arithmetic operations on rational numbers
[C, CN, PS, R, T, V]
order a given set of rational numbers, in fraction and decimal form, by placing them on a number line
(e.g., 35 , -0.666 … , 0.5, -
58 )
identify a rational number that is between two given rational numbers
solve a given problem involving operations on rational numbers in fraction form and decimal form
A4 explain and apply the order of operations, including exponents, with and without technology [PS, T]
solve a given problem by applying the order of operations without the use of technology
solve a given problem by applying the order of operations with the use of technology
identify the error in applying the order of operations in a given incorrect solution
A5 determine the square root of positive rational numbers that are perfect squares [C, CN, PS, R, T]
determine whether or not a given rational number is a square number and explain the reasoning
determine the square root of a given positive rational 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
44 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
A6 determine an approximate square root of positive rational numbers that are non-perfect squares [C, CN, PS, R, T]
estimate the square root of a given rational number that is not a perfect square, using the roots of perfect squares as benchmarks
determine an approximate square root of a given 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)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B1 generalize a pattern arising from a problem-solving context using linear equations and verify by substitution [C, CN, PS, R, V]
write an expression representing a given pictorial, oral, or written pattern
write a linear equation to represent a given context describe a context for a given linear equation 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
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 45
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
B2 graph linear relations, analyse the graph, and interpolate or extrapolate to solve problems [C, CN, PS, R, T, V]
describe the pattern found in a given graph graph a given linear relation, including horizontal and
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)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B3 model and solve problems using linear equations of the form – ax=b
–xa=b ,a≠0
– ax+b=c
–xa+b=c ,a≠0
– ax=b+cx– a ( x+b )=c– ax+b=cx+d– a¿
–ax=b , x ≠0
where a, b, c, d, e, and f are rational numbers [C, CN, PS, V]
model the solution of a given linear equation using concrete or pictorial representations, and record the 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
46 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
B4 explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem-solving context [C, CN, PS, R, V]
translate a given problem into a single variable linear inequality using the symbols ≥, >, ¿ , or ≤
determine if a given rational number is a possible solution of a given linear inequality
generalize and apply a rule for adding or subtracting a 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 of polynomials (limited to polynomials of degree less than or equal to 2) [C, CN, R, V]
create a concrete model or a pictorial representation for a given polynomial expression
write the expression for a given model of a polynomial identify the variables, degree, number of terms, and
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., 4 x−3 x2+2 is equivalent to -3 x2+4 x+2)
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 47
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
B6 model, record, and explain the operations of addition and subtraction of polynomial expressions, concretely, pictorially, and symbolically (limited to polynomials of degree less than or equal to 2) [C, CN, PS, R, V]
model addition of two given polynomial expressions concretely or pictorially and record the process symbolically
model subtraction of two given polynomial expressions concretely or pictorially and record the process symbolically
apply a personal strategy for addition and subtraction 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 operations of multiplication and division of polynomial expressions (limited to polynomials of degree less than or equal to 2) by monomials, concretely, pictorially, and symbolically [C, CN, R, V]
model multiplication of a given polynomial expression by a given monomial concretely or pictorially and record the process symbolically
model division of a given polynomial expression by a given monomial concretely or pictorially and record the process symbolically
apply a personal strategy for multiplication and division of a given polynomial expression by a given monomial
provide examples of equivalent polynomial expressions
identify the error(s) in a given simplification of a given polynomial expression
48 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
SHAPE AND SPACE (MEASUREMENT)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C1 solve problems and justify the solution strategy using circle properties, including – the perpendicular from the
centre of a circle to a chord bisects the chord
– the measure of the central angle is equal to twice the measure of the inscribed angle subtended by the same arc
– the inscribed angles subtended by the same arc are congruent
– a tangent to a circle is perpendicular to the radius at the point of tangency
[C, CN, PS, R, T, V]
provide an example that illustrates – the perpendicular from the centre of a circle to a
chord bisects the chord – the measure of the central angle is equal to twice
the measure of the inscribed angle subtended by the same arc
– the inscribed angles subtended by the same arc are congruent
– a tangent to a circle is perpendicular to the radius at the point of tangency
solve a given problem involving application of one or more of the circle properties
determine the measure of a given angle inscribed in a semicircle using the circle properties
explain the relationship among the centre of a circle, a chord, and the perpendicular bisector of the chord
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 49
MATHEMATICS – GRADE 9
SHAPE AND SPACE (3-D OBJECTS AND 2-D SHAPES)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C2 determine the surface area of composite 3-D objects to solve problems [C, CN, PS, R, V]
determine the area of overlap in a given concrete composite 3-D object, and explain its effect on determining the surface area (limited to right 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 of similarity of polygons [C, CN, PS, R, V]
determine if the polygons in a given pre-sorted set are similar and explain the reasoning
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
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
50 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
SHAPE AND SPACE (TRANSFORMATIONS)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C4 draw and interpret scale diagrams of 2-D shapes [CN, R, T, V]
identify an example in print and electronic media (e.g., newspapers, the Internet) of a scale diagram and 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
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 51
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
C5 demonstrate an understanding of line and rotation symmetry [C, CN, PS, V]
classify a given set of 2-D shapes or designs according to the number of lines of symmetry
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
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
52 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
STATISTICS AND PROBABILITY (DATA ANALYSIS)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
D1 describe the effect of – bias – use of language – ethics – cost – time and timing – privacy – cultural sensitivity on the
collection of data [C, CN, R, T]
analyse a given case study of data collection, and identify potential problems related to bias, use of language, ethics, cost, time and timing, privacy, or cultural sensitivity
provide examples to illustrate how bias, use of language, ethics, cost, time and timing, privacy, or cultural sensitivity may influence the data
D2 select and defend the choice of using either a population or a sample of a population to answer a question [C, CN, PS, R]
identify whether a given situation represents the use of a sample or a population
provide an example of a situation in which a population may be used to answer a question and 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
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 53
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
D3 develop and implement a project plan for the collection, display, and analysis of data by – formulating a question for
investigation – choosing a data collection
method that includes social considerations
– selecting a population or a sample
– collecting the data – displaying the collected
data in an appropriate manner
– drawing conclusions to answer the question
[C, PS, R, T, V]
create a rubric to assess a project that includes the assessment of – a question for investigation – the choice of a data collection method that
includes social considerations – the selection of a population or a sample and
justifying the choice – the display of the collected data – the conclusions to answer the question
develop a project plan that describes – a question for investigation – the method of data collection that includes social
considerations – the method for selecting a population or a sample – the method to be used for collection of the data – the methods for analysis and display of the data
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 of the role of probability in society [C, CN, R, T]
provide an example from print and electronic media (e.g., newspapers and the Internet), where probability is used
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
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
54 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PHYSICAL EDUCATION – GRADE 9
PHYSICAL EDUCATION – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators
ACTIVE LIVING
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
Knowledge
A1 formulate a rationale for active living
describe the benefits of active living, and the potential consequences of an inactive lifestyle
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 relates to – health-related components
of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility)
– skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance)
– movement concepts (body awareness, spatial awareness, qualities of movement, relationships)
describe the health-related components of fitness—muscular strength, muscular endurance, cardiovascular endurance, and flexibility
describe skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance)
describe movement concepts (body awareness, spatial awareness, qualities of movement, relationships)
explain the importance of various movement concepts and components of fitness to the ability to perform a variety of physical activities (e.g., reaction time and agility in martial arts, co-ordination and speed in tag games, muscular endurance for cross-country skiing, balance and co-ordination in aerobics)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 55
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
A3 analyse how principles of training relate to components of fitness
describe principles of training (e.g., duration, repetition, intensity, frequency, type of activity) and 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 during physical activity
describe at least two ways to assess their rate of 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 activity goals related to – health-related components
of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility)
– skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance)
articulate measurable and time-specific goals related to each health-related component of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility)
articulate measurable and time-specific goals related to at least two skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance)
identify and follow steps to achieve their goals (e.g., selecting specific activities to develop components of fitness, considering time and intensity)
measure, monitor, and reflect on their progress (e.g., log, video, demonstration, rating scales)
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
56 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PHYSICAL EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
Participation
A6 participate daily in moderate to vigorous physical activity to enhance fitness
participate in moderate to vigorous physical activity for an extended period of time (e.g., resulting in a rate of perceived exertion of 4-7 on a 10-point scale, reaching an appropriate heart rate training zone)
A7 demonstrate a willingness to participate in a wide range of physical activities, including – individual and dual
activities – games – rhythmic movement
activities (including dance and gymnastic activities)
participate appropriately in a wide range of activities by demonstrating – punctuality – preparedness (e.g., wearing appropriate clothing
and footwear) – time on task (engagement, attentiveness, following
instructions) – enthusiasm and enjoyment – co-operation
conduct ongoing self-assessment of their own participation in a range of activities
MOVEMENT
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 57
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
B1 apply fundamental movement skills in a range of individual and dual activities
demonstrate a variety of specific non-locomotor, locomotor, and manipulative movement skills in 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
B2 apply fundamental movement skills in games activities in predictable and unpredictable settings
demonstrate a variety of specific non-locomotor, locomotor, and manipulative movement skills in games activities (e.g., hit a pitched softball, execute a spike approach in volleyball)
demonstrate an ability to identify and apply 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)
demonstrate fluency in performing new and familiar combinations of non-locomotor, locomotor, and/or manipulative skills in games activities (e.g., jump smash in badminton, return a serve in pickleball)
apply proper practice techniques to improve performance and avoid injury
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
58 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PHYSICAL EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
B3 apply fundamental movement skills in structured complex rhythmic movement activities
demonstrate a variety of specific non-locomotor, locomotor, and manipulative movement skills in rhythmic movement activities (e.g., rock step, toe-loop)
demonstrate an ability to identify and apply 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
demonstrate fluency in performing new and familiar combinations of non-locomotor, locomotor, and/or manipulative skills in rhythmic movement activities (e.g., line dance pattern, complex floor routine)
apply proper practice techniques to improve performance and avoid injury
B4 apply selected principles of training to improve fitness
apply appropriate principles of training (e.g., duration, 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
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 59
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
B5 apply a range of movement concepts (including concepts associated with body awareness, spatial awareness, qualities of movement, and relationships) to improve their performance of activity-based movement skills
describe how movement concepts relate to a variety of physical activities they participate in, including – individual and dual activities (e.g., appropriate
stance to maintain position on a balance board) – games activities (e.g., back-door cut in basketball,
moving backward to catch a fly ball) – rhythmic movement activities (e.g., flow, direction,
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
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C1 apply safety procedures in all physical activities across the activity categories
consistently follow personal safety practices during physical activity (e.g., respecting own and others’ 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
[C] Communication[CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] Problem Solving[R] Reasoning
[T] Technology[V] Visualization
60 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PHYSICAL EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
C2 demonstrate proper use of equipment and facilities
describe guidelines for proper use of equipment, 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 physical activities across the activity categories
consistently respect and follow all rules demonstrate a commitment to competing fairly (e.g.,
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 physical activities
demonstrate leadership in a range of physical 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
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 61
SCIENCE – GRADE 9
SCIENCE – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators
PROCESSES OF SCIENCE
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
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)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 63
PHYSICAL EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
A2 perform experiments using the scientific method
describe the elements of a valid experiment: – 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 information in graphic form
identify and use the most appropriate type of graphic, 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
64 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SCIENCE – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
A5 demonstrate ethical, responsible, cooperative behaviour
describe and demonstrate – ethical behaviour (e.g., honesty, fairness,
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 between scientific principles and technology
give examples of scientific principles that have resulted in the development of technologies (e.g., cell division—reproductive technologies; electrical energy—appliances; 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 use of technologies specific to investigative procedures and research
select and carefully use appropriate technologies, including – microscope – 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
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 65
SCIENCE – GRADE 9
LIFE SCIENCE: REPRODUCTION
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
B1 explain the process of cell division
identify the contents of the nucleus: chromosomes, 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 cell’s 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 division and emerging reproductive technologies to embryonic development
distinguish between male and female gametes describe the process by which a single zygote forms
(fertilization) and develops 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 reproduction in terms of advantages and disadvantages
distinguish between sexual reproduction (e.g., human) and asexual reproduction (e.g., binary fission, budding, vegetative, fragmentation) in representative organisms
relate sexual and asexual reproduction to adaptability of organisms
66 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SCIENCE – GRADE 9
PHYSICAL SCIENCE: ATOMS, ELEMENTS, AND COMPOUNDS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C1 use modern atomic theory to describe the structure and components of atoms and molecules
describe the development of atomic theory, including reference to Dalton, Rutherford, and Bohr
distinguish between atoms and molecules identify the three subatomic particles, their properties,
and their location within the atom
C2 use the periodic table to compare the characteristics and atomic structure of elements
explain the organization of the periodic table of elements (e.g., atomic number, atomic mass, 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 symbols of elements and formulae of ionic compounds
differentiate between elements and compounds write chemical symbols for atoms and ions of elements 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 properties of matter
identify physical properties of matter, including mass, 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
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 67
SCIENCE – GRADE 9
PHYSICAL SCIENCE: CHARACTERISTICS OF ELECTRICITY
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C5 explain the production, transfer, and interaction of static electrical charges in various materials
explain, with illustrations, how static charges are separated because of transfer between 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 results from separation of charge and the movement of electrons
distinguish between – potential and kinetic energy – static electricity and electric current – 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 circuits involving varying resistances, voltages, and currents
define resistance draw circuit diagrams using appropriate symbols that
are properly placed 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 Ohm’s 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)
68 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SCIENCE – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
C8 relate electrical energy to power consumption
define electrical energy and power calculate the following:
– power—using voltage and current data – energy consumption—given the power rating of a
device and duration of use
EARTH AND SPACE SCIENCE: SPACE EXPLORATION
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
D1 explain how a variety of technologies have advanced understanding of the universe and solar system
identify and describe a range of instruments that are used in astronomy (e.g., telescopes, spectroscopes, satellites, probes, robotic devices)
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 and characteristics of the universe and solar system
identify galaxies, star clusters/types, planets, constellations, nebulae according to their 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)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 69
SCIENCE – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
D3 describe traditional perspectives of a range of Aboriginal peoples in BC on the relationship between the Earth and celestial bodies
identify passages related to the relationship between the Earth and various celestial bodies within specific traditional stories of BC Aboriginal peoples
respond to BC Aboriginal stories and presentations focusing on the nature of stars, the moon, planets, comets, or eclipses (e.g., by creating illustrations; by identifying similarities among stories or between stories and contemporary scientific understanding)
D4 explain astronomical phenomena with reference to the Earth/moon system
describe the formation of the Earth’s moon, with reference to supporting evidence
describe the significance of Earth’s 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 space travel
identify various possibilities and limitations associated 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)
70 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SOCIAL STUDIES – GRADE 9
SOCIAL STUDIES – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators
APPLICATIONS OF SOCIAL STUDIES
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome 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
defend a position on a 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
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 71
SOCIAL STUDIES – GRADE 9
SOCIETY AND CULTURE: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 – gender – 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
Suggested Achievement Indicators have not been developed.
72 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SOCIAL STUDIES – GRADE 9
POLITICS AND LAW: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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
investigate the roots of Canada’s 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
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 73
SOCIAL STUDIES – GRADE 9
ECONOMY AND TECHNOLOGY: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 trade on exploration and 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
Suggested Achievement Indicators have not been developed.
74 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SOCIAL STUDIES – GRADE 9
ENVIRONMENT: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
construct, interpret, and use graphs, tables, grids, scales, legends, contours, and various types of maps
describe and compare North America’s diverse geographical regions
identify major exploration routes and historical events in the development of Canada
demonstrate understanding of the ways in which Aboriginal 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
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 75
DAILY PHYSICAL ACTIVITY – GRADE 9
DAILY PHYSICAL ACTIVITY – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
participate in physical activities for a minimum of 30 minutes during each school day
participate in daily physical activities participate in physical activity in blocks of at least 10
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 endurance activities
participate in physical activities that help develop their 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 activities
participate in activities that help develop their strength 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 flexibility activities
participate in activities that help develop their flexibility
participate daily in activities that help to develop the flexibility of different parts of the body (e.g., stretches, pilates, dancing)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 77
APPLIED SKILLS BUSINESS EDUCATION – GRADE 9
APPLIED SKILLS:BUSINESS EDUCATION – GRADE 9
Prescribed Learning Outcomes and Suggested Achievement Indicators
BUSINESS COMMUNICATION
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
demonstrate Level II touch keyboarding on alphanumeric keyboards
apply appropriate formatting techniques to create word-processed business documents
describe communication skills and technologies used in business and the workplace
create effective business communications by integrating a variety of technologies
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 79
BUSINESS EDUCATION – GRADE 9 APPLIED SKILLS
FINANCE
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
use basic record-keeping practices for financial management
produce budgets to address business problems
describe a variety of personal investment options
explain the nature of credit and the advantages and disadvantages of obtaining credit
Suggested Achievement Indicators have not been developed.
ECONOMICS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
analyse the effects of competition in the marketplace
explain how factors of production including land, labour, capital, and entrepreneurship affect business decision making
describe the effects of an information-based economy on business practices
outline methods of resource allocation in various economic systems
Suggested Achievement Indicators have not been developed.
80 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS BUSINESS EDUCATION – GRADE 9
MARKETING
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
describe the changing nature of marketing
describe the elements of marketing research
evaluate the social implications of advertising
select and develop a promotional mix for a product or service
Suggested Achievement Indicators have not been developed.
ENTREPRENEURSHIP
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
outline and develop plans to overcome obstacles involved in starting a business
explain the role of research and innovation in entrepreneurship
contrast various forms of business ownership
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 81
APPLIED SKILLS HOME ECONOMICS – GRADE 9
APPLIED SKILLS:HOME ECONOMICS – GRADE 9
Prescribed Learning Outcomes and Suggested Achievement Indicators
FOOD PREPARATION FOUNDATIONS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 83
BUSINESS EDUCATION – GRADE 9 APPLIED SKILLS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
Safety and Sanitation
A1 identify sources of food-borne illnesses (e.g., salmonella, botulism, E. coli 0157: H7, staphylococcus) and demonstrate appropriate preventative measures, including – washing hands – sanitizing work surfaces – cross-contamination
prevention – proper dishwashing – temperature control – clean-up procedures
describe potential sources of food contamination and food poisoning (e.g., undercooked meat and poultry, raw eggs, bulging cans, food handler with illness, improper storage of food, improper temperature control, poor hygiene, unsanitary food preparation area, unpotable water)
without reminders, apply the 30-second rule for washing hands, tie back hair, put on apron, sanitize work surfaces
use appropriate methods to prevent cross-contamination (e.g., clean cutting surfaces and equipment after handling foods such as meat, wash hands at every possibility of contamination, use plastic gloves when hands have cuts, burns, or skin conditions)
consistently wash dishes using appropriate techniques (e.g., wash in correct order; use 45°C 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)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
A2 demonstrate a knowledge of precautionary measures and emergency response associated with food preparation, including – handling hot foods safely
(e.g., to prevent steam scalds, burns from hot oil)
– responding appropriately to emergencies (e.g., fires, burns, cuts)
handle hot foods appropriately (e.g., proper lid-lifting and saucepan-lifting techniques, spatter and scalding protection, cooling racks/mats)
recognize emergency situations and describe correct response procedures (e.g., alert appropriate authority, apply basic first aid, use appropriate fire suppression methods)
A3 demonstrate safe use of equipment needed to prepare food items
use equipment safely (e.g., appropriate use of kitchen appliances, stoves, microwaves, knives, cutting boards, oven mitts)
84 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS HOME ECONOMICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
Kitchen Basics
A4 demonstrate the ability to follow a recipe, including – selecting appropriate
equipment – using appropriate
measuring techniques – time management – understanding of
terminology
correctly use appropriate equipment (e.g., saucepans, double boilers, whisks, rolling pins, baking pans, spatulas, wooden spoons, beaters, bowls, knives, cutting boards)
without teacher support, use correct measuring equipment and techniques (e.g., heap and level for dry measures, at eye-level on a flat surface for liquid measure, packing, water displacement, metric and Imperial conversions)
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 appropriately
consistently clean and return equipment to its proper place
A6 demonstrate organization and co-operation in partner and group work
with teacher support, organize and share tasks among group members, assisting others in group when necessary (e.g., cooking, clean-up, projects, field trips)
Function of Ingredients
A7 explain the functions of common ingredients used in food preparation
describe the functions of various ingredients in recipes (e.g., leaveners, thickeners, sweeteners, tenderizers, flavourings)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 85
HOME ECONOMICS – GRADE 9 APPLIED SKILLS
FOOD PREPARATION TECHNIQUES
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
Food Products
B1 apply cooking principles to prepare healthy dishes and simple meals
use appropriate cooking techniques to produce a successful product or simple meal (e.g., quick and yeast bread, salad, soup, casserole, pasta, healthy dessert)
Methods of Cooking
B2 use a variety of cooking methods to prepare food
use procedures and techniques for a variety of cooking methods (e.g., baking, boiling, broiling, frying, microwaving, raw, sautéing, steaming, stir-frying, and food preservation methods such as freezing, drying, canning)
NUTRITION AND HEALTHY EATING
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
C1 identify and explain the functions of nutrients (including proteins, carbohydrates, fats, vitamins and minerals, fibre, and water) and how they relate to Eating Well with Canada’s Food Guide
summarize the functions of nutrients and give examples of the foods and food groups in which they are found (e.g., proteins maintain and repair muscle and tissue and are found in meat, nuts, legumes, eggs, and milk products)
86 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS HOME ECONOMICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
C2 use Eating Well with Canada’s Food Guide to plan meals and snacks for a nutritionally balanced diet
describe the various food groups, the types of food within each food group, specified serving sizes, and recommended daily servings from each food group
create menus and grocery lists for breakfast, lunch, dinner, and snacks that meet the guidelines for adolescents in Eating Well with Canada’s Food Guide or Eating Well with Canada’s Food Guide - First Nations, Inuit, and Métis
C3 examine the relationship between personal eating practices and physical activity
identify personal eating practices (e.g., using a food recall/journal), compare practices to the guidelines in Eating Well with Canada’s Food Guide or Eating Well with Canada’s Food Guide - First Nations, Inuit, and Métis, and suggest changes where necessary
demonstrate an understanding of the relationship between personal eating practices and physical activity
C4 identify and compare the ingredients and nutritional value of various commercial food products
use ingredient lists of different brands of commercial food products to evaluate nutritional value (e.g., descending order of each ingredient, types of additives)
SOCIAL, ECONOMIC, AND CULTURAL INFLUENCES
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
D1 describe factors that influence food choices
discuss the potential impact of factors that influence food choices (e.g., pricing, quality, convenience, taste, organically grown, locally produced, availability, cultural/personal dietary needs, advertising)
D2 compare a variety of eating customs and etiquette
identify appropriate table settings and behaviours in a variety of situations (e.g., classroom, informal/formal, cultural diversity)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 87
HOME ECONOMICS – GRADE 9 APPLIED SKILLS
CAREER OPPORTUNITIES
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
E1 identify food-related occupations and careers
brainstorm and discuss a variety of careers and jobs in 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)
88 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS INFORMATION TECHNOLOGY – GRADE 9
APPLIED SKILLS:INFORMATION TECHNOLOGY – GRADE 9
Prescribed Learning Outcomes and Suggested Achievement Indicators
FOUNDATIONS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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, and store information
demonstrate an understanding of the ethical use of information
demonstrate an understanding 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
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 89
INFORMATION TECHNOLOGY – GRADE 9 APPLIED SKILLS
PROCESS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 from the Internet
evaluate the suitability of information for use in specific contexts
analyse electronically organized information for authenticity, bias, timeliness, and usefulness
Suggested Achievement Indicators have not been developed.
PRESENTATION
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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
consider ethical and legal issues 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
Suggested Achievement Indicators have not been developed.
90 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS TECHNOLOGY EDUCATION – GRADE 9
APPLIED SKILLS
TECHNOLOGY EDUCATION – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators
SELF AND SOCIETY
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 91
INFORMATION TECHNOLOGY – GRADE 9 APPLIED SKILLS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
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
demonstrate a willingness to 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
Suggested Achievement Indicators have not been developed.
COMMUNICATIONS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
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 Learning Outcome are able to:
92 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS TECHNOLOGY EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
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 from others
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
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 93
TECHNOLOGY EDUCATION – GRADE 9 APPLIED SKILLS
PRODUCTION
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 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
Suggested Achievement Indicators have not been developed.
94 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS TECHNOLOGY EDUCATION – GRADE 9
CONTROL
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
demonstrate an understanding of the operating principles used in various control devices
design and construct a system that uses a control device
use troubleshooting strategies to locate the source of malfunctions in a system
modify electric, electronic, pneumatic, and mechanical control devices for particular applications
Suggested Achievement Indicators have not been developed.
ENERGY AND POWER
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 the transfer and conversion of energy within mechanical systems
describe alternative sources of energy
incorporate selected devices in the design of energy transmission and conversion systems
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 95
FINE ARTS DANCE – GRADE 9
FINE ARTS:DANCE – GRADE 9
Prescribed Learning Outcomes and Suggested Achievement Indicators
ELEMENTS OF MOVEMENT
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
demonstrate dance techniques associated with particular genres
apply principles of movement (alignment, balance, flexibility, strength, breathing) to dance
apply principles of fitness, health, and safety to dance
use elements of movement in a variety of combinations, as appropriate to the given genre or purpose
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 97
DANCE – GRADE 9 FINE ARTS
CREATION AND COMPOSITION
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 sequence
choreograph dances for a variety of environments and purposes
apply the creative process to revise and refine dance
Suggested Achievement Indicators have not been developed.
98 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS DANCE – GRADE 9
PRESENTATION AND PERFORMANCE
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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: – an awareness of a sense of
community – audience and performer
etiquette – performance skills – respect for others’
contributions use established criteria to
analyse the work of self and others
Suggested Achievement Indicators have not been developed.
DANCE AND SOCIETY
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
analyse the cultural context and evolution of a particular dance genre
describe the purposes of dance in various cultures
analyse roles in dance identify personal and career
opportunities in dance (occupation, recreation, entertainment)
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 99
FINE ARTS DRAMA – GRADE 9
FINE ARTS:DRAMA – GRADE 9
Prescribed Learning Outcomes and Suggested Achievement Indicators
EXPLORATION AND IMAGINATION (EXPRESSION AND TRUST)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
demonstrate trust in others through class activities and individual and ensemble performances
demonstrate the unique ability of drama to unify a diverse group
restate the thoughts, feelings, and beliefs of others
choose appropriate ways to express thoughts, feelings, and beliefs
Suggested Achievement Indicators have not been developed.
EXPLORATION AND IMAGINATION (CRITICAL ANALYSIS)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 101
DANCE – GRADE 9 FINE ARTS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
use a variety of strategies to make choices in problem solving
make reasoned choices within the boundaries of the dramatic situation
accept responsibility for decisions and solutions
use set criteria to assess and evaluate the work of self and others
Suggested Achievement Indicators have not been developed.
DRAMA SKILLS (BODY AND VOICE)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
make movement choices that create a specific effect
demonstrate appropriate use of voice elements
use appropriate physical and vocal expression to enhance drama
apply movement and gesture to clarify and enhance vocal interpretation
use emotional recall to enhance sensory recall and visualization
Suggested Achievement Indicators have not been developed.
DRAMA SKILLS (ROLE)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
102 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS DRAMA – GRADE 9
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
move in and out of role appropriately
create and sustain situations while in role
use vocal and physical techniques to create role and character
reflect on and clearly express experiences both in and out of role
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 103
DRAMA – GRADE 9 FINE ARTS
DRAMA SKILLS (DRAMA AS METAPHOR)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
demonstrate a commitment to suspending disbelief
use objects as symbols of abstract concepts in a drama
identify effective dramatic forms for representing particular ideas and experiences
demonstrate an awareness of a dramatic work as a metaphor
Suggested Achievement Indicators have not been developed.
DRAMA SKILLS (ELEMENTS AND STRUCTURES)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
identify a variety of ways in which character is revealed
identify and portray a character’s objective within a scene
relate setting to action explain how a central image
contributes to a unified work identify a variety of ways to
manipulate a story’s 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
Suggested Achievement Indicators have not been developed.
104 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS DRAMA – GRADE 9
DRAMA SKILLS (TECHNIQUE)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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
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
Suggested Achievement Indicators have not been developed.
CONTEXT (SOCIAL AND CULTURAL CONTEXT)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
reflect the cultural variety of their communities in their dramatic work
identify and explain the influence of the media on their own work in drama
demonstrate an understanding that theatre is created in response to the needs of the community
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 105
DRAMA – GRADE 9 FINE ARTS
CONTEXT (MAKING CONNECTIONS)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 learning in other subjects
consider various career possibilities in which dramatic skills may be useful
apply their knowledge of the arts in their choice of recreational activities
Suggested Achievement Indicators have not been developed.
106 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS MUSIC – GRADE 9
FINE ARTS:MUSIC – GRADE 9
Prescribed Learning Outcomes and Suggested Achievement Indicators
STRUCTURE (ELEMENTS OF RHYTHM)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
create, perform, and notate rhythms in a variety of metres
analyse rhythmic choices in performing and listening repertoire
use appropriate music terminology to describe a wide range of rhythmic patterns and metres
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 107
MUSIC – GRADE 9 FINE ARTS
STRUCTURE (ELEMENTS OF MELODY)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
demonstrate an ability to enhance tuning by altering pitch
apply understanding of melodic direction and contour to expressive phrasing
analyse patterns used in melody identify and represent melodies
in various clefs and keys use appropriate music
terminology to describe a range of melodic patterns
Suggested Achievement Indicators have not been developed.
STRUCTURE (ELEMENTS OF EXPRESSION)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 of expression in performing and listening repertoire
describe the elements of expression using appropriate music terminology
describe the elements of expression in terms of the physical properties of sound
Suggested Achievement Indicators have not been developed.
108 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS MUSIC – GRADE 9
STRUCTURE (FORM AND THE PRINCIPLES OF DESIGN)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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
use appropriate terminology to define aspects of form and principles of design
compare and contrast the form of a variety of music compositions
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 109
MUSIC – GRADE 9 FINE ARTS
THOUGHTS, IMAGES AND FEELINGS
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 reference to stories or visual 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
Suggested Achievement Indicators have not been developed.
110 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS MUSIC – GRADE 9
CONTEXT (SELF AND COMMUNITY)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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’
contributions demonstrate an ability to
critique the work of self and others
demonstrate an ability to contribute to the physical wellbeing of self and others while experiencing music
identify a range of career-related music activities represented in the community
Suggested Achievement Indicators have not been developed.
CONTEXT (HISTORICAL AND CULTURAL)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
compare and contrast music from a range of historical and cultural contexts, including their interrelationships
compare and contrast music created for a variety of purposes
demonstrate respect for music of various historical and cultural contexts
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 111
FINE ARTS VISUAL ARTS – GRADE 9
FINE ARTS:VISUAL ARTS – GRADE 9
Prescribed Learning Outcomes and Suggested Achievement Indicators
IMAGE-DEVELOPMENT AND DESIGN STRATEGIES (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 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
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 113
VISUAL ARTS – GRADE 9 FINE ARTS
IMAGE-DEVELOPMENT AND DESIGN STRATEGIES (CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 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
Suggested Achievement Indicators have not been developed.
114 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS VISUAL ARTS – GRADE 9
CONTEXT (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
compare and contrast art careers in a variety of contexts
demonstrate an understanding of the roles of artists and the visual arts in a variety of contexts
demonstrate an understanding 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 influenced by the context in which they are created or viewed
demonstrate an awareness of 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
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 115
VISUAL ARTS – GRADE 9 FINE ARTS
CONTEXT (CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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
– respond to historical and 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
Suggested Achievement Indicators have not been developed.
116 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS VISUAL ARTS – GRADE 9
VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 qualities of visual elements and 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
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 117
VISUAL ARTS – GRADE 9 FINE ARTS
VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN (CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 concept
– 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
Suggested Achievement Indicators have not been developed.
118 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS VISUAL ARTS – GRADE 9
MATERIALS, TECHNOLOGIES, PROCESSES (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 use of particular materials and processes in a given work
identify tools and equipment used to create images
demonstrate an awareness of safety and environmental considerations related to materials, technologies, and processes
demonstrate respect for their own work and the work of others
Suggested Achievement Indicators have not been developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 119
VISUAL ARTS – GRADE 9 FINE ARTS
MATERIALS, TECHNOLOGIES, PROCESSES (CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:
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 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
Suggested Achievement Indicators have not been developed.
120 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm