In the French Immersion Program, students are encouraged to participate in daily classroom activities in French to learn the language as well as the knowledge, skills, and attitudes pertaining to the different subject areas. Expectations increase as students progress in the program.

In all grades, students develop skills in literacy and communication, working with others, solving problems, and using technology.

 

The Arts plastiques [visual arts] and Éducation musicale [music] programs enable students to develop a variety of artistic knowledge, skills and attitudes.

Music

By the end of Grade 6, students should be able to

• read short scores and transcribe musical excerpts;
• name the instruments of different styles of music and identify them based on their tone colour;
• correctly use the elements of pitch, duration and volume;
• handle and play an instrument with a certain dexterity;
• accurately reproduce passages of music, respect technical rules;
• interpret music with an emphasis on phrasing, expression and certain aspects of the piece.

Visual Arts

The Visual Arts program allows Kindergarten to Grade 8 students to express their ideas through images and then respond to them. Students also respond to other students' images as well as those of artists.

In making their images, students work with different themes in order to observe different aspects of the world around them, and to acquire:

• gestures related to different techniques (drawing, painting, collage, engraving, printing and sculpture) and
• structural elements of form (dot, line, texture, colours and volume) as well as spatial organization.

Visual art techniques and language explored from Grade 4 to Grade 8 are basically the same, but the materials and the processes used become more complex over the years. For example, engraving on Styrofoam, on plaster, and on aluminium will be introduced.

Arts Education K-8...

For more information...

Top of Page

Through the study of English LA-Immersion, students learn to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

In Grade 6, students

• develop clear points of view by respectfully discussing their thoughts with others, and assess and revise personal goals for language learning;
  
  for example: predicting; sharing interpretations; listening actively; contributing ideas; appreciating others' ideas; disagreeing politely; encouraging others; recalling relevant information; clarifying ideas; asking questions; identifying strengths and areas for growth; and following through
  
  
• identify strategies that help them understand and respond to what they read, see, and hear;
  
  for example: asking questions; making notes; adjusting reading rate; summarizing; outlining; responding personally; remembering ideas; understanding how different reading materials are organized; and using a dictionary to determine word meaning in context
  
  
• begin to recognize different ways writers use language, and explain how language choice improves understanding;
  
  for example: experiencing different kinds of reading materials such as novels, biographies, autobiographies, myths, poetry, drawings, and prints
  
  
• do research by determining their own questions, and use their own plan to gather and record useful information to answer their questions;
• experiment with a variety of ways to communicate ideas for different audiences and purposes through written, oral, and visual presentations;
  
  for example: participating in dramatizations such as Readers Theatre and storytelling; giving demonstrations; preparing greeting cards and collages; and using technology; writing diaries, short stories, narratives, speeches, letters, and poetry
  
  
• use a variety of skills and strategies to revise and edit their work;
  
  for example: eliminating unnecessary information; using descriptive language; using appropriate verb tenses and pronouns; and applying some rules for spelling, capitalizing, and punctuating
  
  
• learn to identify and solve problems and help each other stay on task when working in groups;
  
  for example: taking responsibility; being sensitive to others' feelings; monitoring the group; showing self-control; resolving conflicts and negotiating; and staying with the group until the task is complete.

English LA-Immersion K-8...

For more information...

Top of Page

The students will develop their language skills by listening, speaking, reading, writing, and showing a positive attitude towards learning French.

In Grade 6, students will be able to understand, interpret and respond to a variety of oral and written messages by:

• using a prepared text outline to select important information;
• following directions;
• identifying poetic techniques such as form and design;
• identifying the relationship between the characters' feelings and actions, and elements of the plot;
• identifying techniques used by the media and presenters.

They will be able to generate, create and express ideas in a variety of ways such as:

• sharing information in a group discussion or a presentation setting;
• improvising;
• making connections between oral and written texts to personal experiences;
• writing several paragraphs to inform or to tell a story;
• revising, enhancing the text, and editing using different resources.

Français langue seconde - immersion K-8...

Top of Page

From Kindergarten to Grade 12, students use seven critical processes to build their understanding of mathematics and to support lifelong learning:

• Communication—showing learning orally, through diagrams, and in writing.
• Connections—making connections among everyday situations, other subject areas, and mathematics concepts.
• Estimation/Mental Mathematics—developing understanding of numbers and quantities.
• Problem Solving—investigating problems, including those with multiple solutions.
• Reasoning—justifying thinking.
• Technology—using technology to enhance problem solving and encourage discovery of number patterns.
• Visualization—drawing on mental images to clarify concepts.

Grade 6 students:

Patterns and Relations	Explain, generalize, and extend patterns using relationships. Solve equations with one unknown using informal strategies.
Statistics and Probability	Develop and use a plan to collect, display, and analyze data gathered from appropriate samples. Use numbers to communicate the probability of single events from experiments.
Shape and Space	Solve problems involving perimeter, area, surface area, volume, and angle measurement. Solve problems using symmetry and visualization. Create patterns and designs using symmetry, slides, and flips.
Number	Develop a number sense for decimals and common fractions, explore integers, and demonstrate a number sense for large numbers. Add, subtract, multiply, and divide whole numbers and decimals to solve and create problems.

Mathematics K-8...

For more information...

Top of Page

In the combined physical education/health education curriculum, students from Kindergarten to Grade 12 develop the knowledge, skills, and attitudes for leading physically active and healthy lifestyles. The curriculum content highlighted for each grade is organized within five general learning outcomes (GLOs), which are the same for each grade.

General Learning Outcomes (GLOs)	Content Highlights
1. Movement
The student will demonstrate competency in selected movement skills and knowledge of movement development and physical activities with respect to different types of learning experiences, environments, and cultures.	Grade 6 students: Show an understanding of factors that affect movement skill development; game strategies in sending and receiving activities (e.g., throwing and catching, kicking and trapping); making up routines; adapting game rules to promote inclusion; simple offensive and defensive strategies; examples of fair play; and teamwork when playing and officiating. Apply selected movement skills in striving for improvement related to sports/games, outdoor pursuits, and rhythmic/gymnastic activities, including multicultural games and dances.
2. Fitness Management
The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.	Grade 6 students: how an understanding of the health- and skill-related fitness components, the effects of exercise on the skeletal system, and proper stretching techniques. Participate in physical activities to enhance and monitor personal fitness and proper technique.
3. Safety
The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.	Grade 6 students: Determine emergency steps for bicycle accidents and effective safety practices related to physical activity, especially to promote inclusion, and appropriate dress for exercising outdoors in different conditions. Show an understanding of safety practices, basic first-aid procedures, and ways to seek help in the home, school, and community, including while babysitting. Participate safely in class activities.
4. Personal and Social Management
The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others.	Grade 6 students: Show an understanding of characteristics for developing self-confidence, techniques for developing and revising personal goals and plans, behaviours that promote responsible decision making and build positive relationships, and strategies for managing stress and emotions. Assess and revise personal health goals, including the use of interpersonal skills, as well as decision-making, problem-solving, and stress-management skills.
5. Healthy Lifestyle Practices
The student will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse, and human sexuality.	Grade 6 students: Apply the knowledge and decision-making process involved in making healthy decisions in scenarios related to daily physical activity habits, personal hygiene practices, and nutrition.

Physical Education/Health Education K-8...

For more information...

Top of Page

In the Kindergarten to Grade 12 science classroom, students are actively engaged in "doing" science and developing related skills and attitudes, as well as extending their understanding of science concepts. In addition, they make links between science and daily life and appreciate both the power and limitations of science.

Grade 6 students develop an understanding of science concepts in the following units (thematic clusters):

• Diversity of Living Things
• Flight
• Electricity
• Exploring the Solar System

These topic areas serve as contexts for students to develop the following skills, attitudes, and understanding about the nature of science:

• Recognize that there are some questions science can't answer.
• Explore, with teacher guidance, the concept of a fair test, by planning and implementing experiments and drawing conclusions based on investigation results.
• Construct an object or device to solve a problem, based on specific criteria.
• Investigate positive and negative effects of science and technology, including effects on themselves, society, the environment, and the economy.
• Develop a sense of responsibility for the welfare of other humans, other living things, and the environment.
• Realize that science and technology are part of many hobbies and careers.

Science K-8...

For more information...

Top of Page

Canada: A Country of Change (1867 to Present)

Grade 6 students focus on people and events in Canada from Confederation to the present. They explore the changing character of this country as they examine territorial expansion, the role of immigration, and the evolving relationships between First Nations, Inuit, and Métis peoples and the Canadian government. Students learn about democratic processes and study the emergence of Canada as a culturally diverse, bilingual, and democratic society. They focus on Canadian questions regarding the environment, citizenship, identity, and diversity. Students also consider contemporary world events that have shaped Canadian society. As they explore Canada's past and present, they enhance their awareness of democratic ideals and their understanding of Canadian citizenship.

Cluster 1: Building a Nation (1867 to 1914)
Students examine life in post-Confederation Canada. They explore the expansion of Canada through the addition of new provinces and territories, including the influence of individuals and events of this time. Students focus on the entry of Manitoba into Confederation, establishment of treaties and reserves, building of railroads, role of the North West Mounted Police, the 1885 Resistance, and the gold rushes. Students consider the impact of immigration and hardships faced by new settlers. They also study cultural diversity, including the evolving relationships between First Nations, Inuit, and Métis peoples and the Canadian government, and relationships between anglophones and francophones.

Cluster 2: An Emerging Nation (1914 to 1945)
Students examine Canada as a newly emerging nation. This study includes a focus on the Winnipeg General Strike, the Depression, the causes and events of the two World Wars, and Canada’s involvement in these wars. Students explore social, political, and economic changes that occurred during this period, such as women’s suffrage, urbanization, and technological developments.

Cluster 3: Shaping Contemporary Canada (1945 to Present)
Students explore factors that have shaped contemporary Canadian life. This study includes a focus on the impact of global events and forces, Canadian involvement in international organizations and world conflicts, and the impact of technological and industrial advancements. Students also study developments regarding Aboriginal rights and the evolution of Canada as a bilingual and multicultural nation.

Cluster 4: Canada Today: Democracy, Diversity, and the Influence of the Past
Students explore Canadian governance, citizenship, and identity, and the ideals, responsibilities, and rights of democracy. This study includes a focus on electoral processes, as well as federal, provincial, First Nations, and municipal governments, and the responsibilities of elected representatives. Students examine issues related to the protection and expression of culture and identity and the role of various groups and organizations in the promotion of identity and democratic rights. Students also consider the influence of the natural environment, as well as the contributions of past generations in shaping modern-day Canada.

Go to Grade 6 Social Studies Curriculum...

Social Studies K-8...

Social Studies Home Page...

Top of Page